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PSYC 7020

PSYC 7020. Conditions of Learning. William G. Huitt, Ph.D. Last Revised: August 1999. Introduction.

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PSYC 7020

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  1. PSYC 7020 Conditions of Learning William G. Huitt, Ph.D. Last Revised: August 1999

  2. Introduction This course is designed to aid the inservice educator in predicting, understanding, and controlling the fundamental principles of learning and human development as they apply in educational settings. The emphasis is on studying the variables shown by research to affect students and educators (especially classroom teachers) in the teaching/ learning process..

  3. Introduction The course objectives support the College of Education Conceptual Framework Principles at an introductory level. Graduates are committed to their roles as helping professionals. Proposition 1

  4. Introduction The course objectives support the College of Education Conceptual Framework Principles at an introductory level. Graduates are capable of excellence in their professional practice. Proposition 2

  5. Introduction The course objectives support the College of Education Conceptual Framework Principles at an introductory level. Graduates think systematically about their practice, use research, and contribute to the knowledge base. Proposition 3

  6. Introduction The course objectives support the College of Education Conceptual Framework Principles at an introductory level. Graduates are members of learning communities. Proposition 4

  7. 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.

  8. Course Objectives 2. Name and discuss the major categories addressed in a systems model of human behavior, describing how behavioral, cognitive, humanistic and learning/ development theories address different factors in this model.

  9. Course Objectives 3. 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.

  10. Course Objectives 4. 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.

  11. Topics I. Introduction A. How can Ed Psyc help? B. Characteristics of effective classrooms and schools C. Model of teaching-learning process

  12. Topics II. Need for a scientific approach A. Hypothesis testing B. Theory building C. Types of studies 1. Descriptive 2. Correlational 3. Experimental

  13. Topics III. The Changing Context of Education A. Industrial to information age B. National to global economy C. Role of the family

  14. Topics IV. Theories of Learning A. Behavioral B. Cognitive C. Humanistic D. Social Cognition

  15. Topics V. Guiding the Instructional Process A. Planning B. Instruction C. Management D. Evaluating learning E. GA Teacher Obs. Instrument (GTOI)

  16. Topics VI. Measurement and Evaluation A. Basic concepts B. Developing test C. Grading

  17. 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.

  18. E-Mail Each student will be required to make 10 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 Option I 1. Four essay exams 55% 2. Two objective exams 35% 3. 5 article reviews 5% 4. 10 e-mail postings 5%

  20. Grading Option II 1. Four essay exams 45% 2. Two objective exams 20% 3. 10-page paper 30% 4. 10 e-mail postings 5%

  21. Grading Option III 1. Four essay exams 45% 2. 25-page paper 50% 3. 10 e-mail postings 5%

  22. 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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