Educational Psychology and Assessment

Transcription

1 Salem Community College Course Syllabus Course Title: Course Code: Educational Psychology and Assessment PSY212 Lecture Hrs: 3 Lab Hrs: 0 Credits: 3 Course Description: PSY212 is concerned with the psychological basis of educational theory and practice, including a basic study of human development, principles of learning, assessment of learning and the development of effective teaching. Prerequisite: Corequisite: PSY101 or PSY111 None Place in College Curriculum: PSY212 is a required program course for students pursuing the A.A. degree in Liberal Arts (Education Option). In addition, PSY212 can be utilized as a Social Science or Open elective by students matriculated in other programs who may have an interest in teaching.

2 Course Content Outline I. Introduction to Educational Psychology -Basic Assumptions of Educational Psychology -Strategies for Learning and Studying Effectively II. III. IV. Learning, Cognition and Memory -Learning as Constructive Process -Thinking and Learning in the Human Brain - How Memory Operates - Promoting Effective Cognitive Processes Learning in Context -Immediate Environment as Context -Social Interaction as Context -Culture and Society as Context -How Learners Affect Their Environment -Providing Supportive Contexts for Learning Higher-Level Cognitive Processes -Metacognition -Self Regulation -Transfer -Problem Solving and Creativity -Critical Thinking -Promoting Higher-Level Cognitive Processes V. Cognitive Development -General Principles of Development -Developmental Processes -Trends in Cognitive Development -Intelligence -Accommodating Developmental Differences and Diversity -Fostering Cognitive Development VI. VII. Motivation and Affect -General Principles of Motivation -Basic Human Needs -Affect and Its Effects -Cognitive Factors in Motivation -Promoting Motivation and Positive Affect Personal and Social Development -Personality and Self -Peer Relationships -Social Cognition

3 -Moral and Prosocial Development -Promoting Personal and Social Development VIII. Instructional Strategies - Planning Instruction - Teacher-Directed Instruction - Learner-Directed Instruction IX. Classroom Management Strategies -Creating Environments Conducive to Learning - Reducing Unproductive Behaviors - Addressing Aggression and Violence X. Assessment -Effects of Classroom Assessment -Qualities of Good Assessment -Conducting Informal Assessments -Designing and Giving Formal Assessments -Evaluating Student Performance -Assessing Student Achievement with Grades/Portfolios/Rubrics -Assessing Student Achievement with Standardized and High Stakes Tests Course Performance Objective #1 The student will demonstrate an understanding of basic elements of educational psychology. 1. Distinguish between descriptive studies, correlational studies and experimental studies and describe the purposes of each. 2. Define and distinguish between hypothesis, theory and fact. 3. Describe multiple strategies for effective studying and learning. Course Performance Objective #2 The student will demonstrate an understanding of the processes of learning, cognition and memory. 1. Describe the constructive process of learning. 2. Differentiate between the processes of long-term and short-term memory. 3. Identify effective student learning strategies that assist in the creation, retention and recall of information. 4. Describe effective teaching strategies that will assist students in the creation, retention and recall of information. 5. Define and exemplify immediate environment, social interaction and culture

4 as important contexts for learning. 6. Identify 6 strategies for teachers to provide effective supporting contexts for student learning. 7. Compare and contrast behavioral and cognitive development theories of Pavlov, Watson, Skinner, Piaget and Vygotsky. Course Performance Objective #3 The student will demonstrate an understanding of higher-level cognition and cognitive development. 1. Define and explain metacognition. 2. Define and explain the concepts of self-regulation, transfer, problem-solving and creativity. 3. Describe critical thinking as both a disposition and a cognitive process. 4. Identify 6 teaching strategies that promote higher-level cognitive processes. 5. Identify and describe the stages of cognitive development in children and adolescents. 6. Discuss and explain Gardner s Theory of Multiple Intelligences. 7. Identify ways in which teachers can recognize and accommodate developmental differences in students. 8. Compare and contrast the cognitive instructional models of Gagne, Bruner and Ausubel. Course Performance Objective #4 The student will demonstrate an understanding of human motivation, personality, and social development. 1. Define and explain the concepts of motivation, need and affect. 2. Identify 5 cognitive factors inherent in motivation. 3. Identify and describe 4 effective teacher strategies that promote motivation and positive affect in students. 4. Compare and contrast the personality and social development theories of Erikson, Bandura and Kohlberg. Course Performance Objective #5 The student will demonstrate an understanding of effective instructional and classroom management strategies. 1. Describe the importance and the basic principles of instructional planning. 2. Identify 5 strategies of teacher-directed instruction. 3. Identify 5 strategies of student-directed instruction. 4. Identify 6 strategies for creating an environment conducive to learning. 5. Identify 6 strategies for addressing unproductive and/or aggressive behaviors.

5 Course Performance Objective #6 The student will demonstrate an understanding of the need for and the processes of the assessment and evaluation of student learning. 1. Define assessment and distinguish between formal and informal methods of assessment. 2. List 6 positive effects of effective assessment of learning. 3. Identify the 4 qualities of good assessment. 4. Discuss and exemplify the principles of assessment design and delivery. 5. Define and explain the following: grading rubrics, high-stakes testing, portfolio.

6 Outcomes Assessment: A college-wide outcomes assessment program has been put into place to enhance the quality and effectiveness of the curriculum and programs at Salem Community College. As part of this assessment program, the learning outcomes for this course will be assessed. Assessment methods may include tests, quizzes, papers, reports, projects and other instruments. Copies of all outcomes assessments are available in an electronic assessment bank maintained by the Institutional Research and Planning Office. Course Activities: The teaching-learning activities for PSY212 include class lectures, audio-visual presentations, student participation in class discussions, assigned readings, topical research/reflection utilizing both traditional and internet sources. Course Requirements and Means of Evaluation Please refer to the instructor s syllabus addendum (to be distributed in class) for specific information regarding the course requirements and means of evaluation Attendance Policy: Regular and prompt attendance in all classes is expected of students. Students absent from class for any reason are responsible for making up any missed work. Faculty members establish an attendance policy for each course and it is the student s responsibility to honor and comply with that policy.. Academic Honesty Policy: Students found to have committed an act of academic dishonesty may be subject to failure of this course, academic probation, and / or suspension from the college. See the Student Handbook for additional details. ADA Statement: If you have a 504 Accommodation Plan, please discuss it with your instructor. If you have any disability but have not documented it with the Disability Support coordinator at Salem Community college, you must do so to be eligible for accommodations. To contact the Disability Support Coordinator, call , or disabilitysupport@salemcc.edu to set up an appointment. To find out more information about disability support services at Salem Community College, visit Required Text: Snowman, Jack and McCown, Rick, Ed Psych (1 st Ed.), Wadsworth/Cengage Learning, ISBN10: ISBN13: