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EDUS 220 Educational Psychology

EDUS 220 Educational Psychology. Overview. Dean Owen, Ph.D., LPCC Spring 2011. Usual Disclaimer. Avoid prolonged contact with skin Not to be taken internally No animals were harmed during the production of this presentation.

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EDUS 220 Educational Psychology

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  1. EDUS 220 Educational Psychology Overview Dean Owen, Ph.D., LPCC Spring 2011

  2. Usual Disclaimer Avoid prolonged contact with skin Not to be taken internally No animals were harmed during the production of this presentation After viewing this presentation avoid operating mobile or dangerous equipment This presentation contains graphic images which some viewers may find disturbing.

  3. Welcome to EDUS 220 Educational Psychology • Agenda for Today • Review and discuss the course syllabus • Become introduced to each other • Discuss the major topics and areas in the course.

  4. A-) COURSE INFORMATION Course Year / Semester : 2010/2011 / Spring Course Title : Educational Psychology Course Code : 3680220 Course Credit : 3 Prerequisites : None

  5. B-) INSTRUCTOR INFROMATION Full Name : Dean W. Owen Office No : S-141 Office Phone Number : 2969 Office Hours : Monday-Thursday, 12:30-16:00 Email Address : deanw@metu.edu.tr or vargapilot@yahoo.com Personal Web Address: http://vargapilot.weebly.com/

  6. C-) TEXT, READINGS, MATERIALS Textbook(s) : Alexander, P.A. (2006). Psychology in Learning and Instruction. Columbus, Ohio: PearsonSupplementary Reading(s) : Weekly Readings provided by the instructor

  7. Catalog Description : EDUS 220 Educational Psychology (3-0)3 Various dimensions of human development (cognitive, social, psychological, moral and physical), approaches to learning and learning process, learning styles, individual differences in learning..

  8. Objectives : The major objective of this class will be the mastery of basic psychological and developmental theories and approaches which form the foundation for effective teaching and learning. These ideas generally will fall into three categories: a. Characteristics of effective teachers; b. Characteristics of learners; and, c. The creation of events and environments in which human learning can most easily and effectively occur. By examining some of the important variables that may play a role in the process of education the process of teaching and learning can be more easily understood as part science and part art. As prospective teachers you are embarking on a career in which your task will be to facilitate a change in behavior in others and understanding the psychological principles by which this process occurs is fundamental in the design, planning, delivery and assessment of the entire educational process.

  9. E-) COURSE CALENDAR / SCHEDULE: Wednesday: 09:40-12:30 Classroom: S 102

  10. G-) COURSE POLICIESAttendance / Tardiness: Regular attendance is required. Failure to attend on a regular basis may seriously limit the student’s ability to perform acceptably well on the scheduled examinations. Class Participation : Active participation is required. Missed Exams or Assignments: All class assignments will be submitted promptly at the beginning of the next class meeting and there will be no exceptions. Make-up examinations will be offered at the option of the instructor and only in those cases in which substantial justification exists. Students who experience an anticipatable conflict with a scheduled exam are invited to speak with the instructor prior to exam date to arrange an alternative date for testing.

  11. G-) COURSE POLICIES • Academic Ethics : The issue of academic honesty will be taken seriously in this class. Students will be required to complete a three-step process prior to the second class meeting. These three steps are: • Review METU-NCC material on the following two web-pages;http://www.ncc.metu.edu.tr/studaffairs/acadrules.phphttp://www.ncc.metu.edu.tr/academic/acadcode-of-ethics.php • b. Complete an online plagiarism training program available free of charge at https://www.indiana.edu/~istd/; andc. Submit the plagiarism completion certificate and the academic honesty

  12. G-) COURSE POLICIESAttendance / Tardiness: ADA Statement: This course will be conducted in compliance with the Americans with Disabilities Act (ADA). All qualified students enrolled in this course shall be entitled to “reasonable accommodations”. It is the student’s responsibility to inform the instructor of any special needs or accommodations required as the result of physical disability or other handicapping condition not later than the second class meeting. Grading Policy: Grading for this course will be composed of 4 components as detailed below: Mid-Term Exam 1 25% Mid-Term Exam 2 25% Homework Assignments 15% Final Exam 35% Total 100%

  13. Grading Scale PERCENTAGE COURSE GRADE COEFFICIENT 90-100 AA 4 85-89 BA 3.5 80-84 BB 3 75-79 CB 2.5 70-74 CC 2 65-69 DC 1.5 60-64 DD 1 50-59 FD 0.5 49 and below FF 0 Incomplete I N/A Withdrawn W N/A

  14. Personal Philosophy If it’s not fun…don’t do it. If you must do it…have as much fun with it as you can!

  15. Please stay in touch with me….. if you’re having difficult let me know, immediately so we have time to try to fix things….. Let me know how I can help you master this information…Sometimes I need your help before I can help you….. I’m here to help you succeed….I ‘m here to make it easier…not more difficult !!!!

  16. Questions…..Comments…..??

  17. Introductions:

  18. Course Overview

  19. A few questions What is a good student? What is a good teacher? What makes a good school? Can you teach me something?

  20. Some Fundamental Definitions Educational Psychology is a science devoted to the study of: 1. how humans learn in educational settings,

  21. Educational Psychology is a science devoted to the study of: 2. the effectiveness of educational strategies,

  22. Educational Psychology is a science devoted to the study of: • 3. the social psychology of schools

  23. Educational Psychology is a science devoted to the study of: 4. how students learn and develop

  24. Educational Psychology is a science devoted to the study of: 5. of the process of teaching

  25. Some Fundamental Definitions • Educational Psychology is a source for information that influences: • Curriculum development, • Educational Technology, • Instructional design, • School design and organization, • Special Education, • Classroom management, • Test design

  26. Educational Psychology is a source for information that influences: Curriculum development

  27. Educational Psychology is a source for information that influences: Educational Technology

  28. Educational Psychology is a source for information that influences: • Instructional design,

  29. Educational Psychology is a source for information that influences: School design and organization,

  30. Educational Psychology is a source for information that influences: Special Education

  31. Educational Psychology is a source for information that influences: Classroom management

  32. Educational Psychology is a source for information that influences: Testing/Assessment

  33. Educational Psychology is concerned with the following three main areas: Characteristics of Learners Characteristics of Teachers The process of “Learning”

  34. Colors

  35. Colors Scoring: Count the number of Rs, Ys, Gs, and Bs you circled on the survey. My most frequently circled letter was R My least frequently circled Letter was B

  36. Colors

  37. Colors

  38. Colors

  39. Colors

  40. Colors

  41. Some Fundamental Definitions What is Learning ? A relatively permanent change in behavior as the result of training, practice or experience.

  42. Some Fundamental Definitions What is Teaching ? Teachers are individuals who seek to promote learning in very specific ways…..They create the conditions under which change in a desired direction is most likely to occur.

  43. Over the course of the semester we will investigate together…. Human Development in five domains….. 1. Physical

  44. Over the course of the semester we will investigate together…. Human Development in five domains….. 2. Cognitive

  45. Over the course of the semester we will investigate together…. Human Development in five domains….. 3. Emotional

  46. Over the course of the semester we will investigate together…. Human Development in five domains….. 4. Social

  47. Over the course of the semester we will investigate together…. Human Development in five domains….. 5. Moral

  48. Over the course of the semester we will investigate together…. Individual differences and disabilities

  49. Over the course of the semester we will investigate together…. Learning and cognition: Behavioral perspective, Cognitive perspective, and developmental perspective, social, and constructivist perspective….

  50. Over the course of the semester we will investigate together…. Motivation

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