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PSYC 3130

PSYC 3130. Educational Psychology for Teachers of Adults William G. Huitt, Ph.D. Introduction. Designed for students enrolled in the TTIE program in the College of Education.

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PSYC 3130

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  1. PSYC 3130 Educational Psychology for Teachers of Adults William G. Huitt, Ph.D.

  2. Introduction • Designed for students enrolled in the TTIE program in the College of Education • Focus is on the study and application of psychological principles, theories, and methodologies to issues of teaching and learning for adults • Does not substitute for PSYC 3110 or PSYC 3120 in meeting teacher education degree requirements

  3. 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)

  4. 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)

  5. 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)

  6. Topics I. Introduction (pp. 3-12) A. Purpose and objectives of course B. Working in the public schools C. Definitions D. Objectives of schooling

  7. 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

  8. Topics III. Theories of Learning A. Behavioral (Chapter 5) B. Cognitive (Chapters 2, 6 & 8) C. Humanistic (91-96, 99-102) D. Social Cognition

  9. Topics IV. 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. Georgia Teacher Observation Instrument (GTOI)

  10. Topics V. Motivation (Chapter 10) A. Theories of motivation B. Increasing student motivation

  11. 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.

  12. Grading 1. Four quizzes 30% 2. Four announced tests 55% 3. Journal 5% 4. Lesson planning assignment 5% 5. Class participation 5%

  13. Extra Credit Up to ten points extra credit may be earned by: 1. reading research articles from education or psychology journals, 2. listening to cassette tapes, 3. viewing video tapes or 4. reviewing computer software dealing with issues related to the teaching-learning process. The points will be added to a test grade.

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