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"This course allowed for verification or discourse
of research presented through postings and feedback of colleagues
and instructor. The instructor presented the material in
a way that prompted inquiry and reflective practice, allowing
purposeful connections and applications to take place relevant
to our unique workplace situation." (CTER student, 2001)
Course
Description
Educational
Psychology 399 is designed to change your understanding
about learning and teaching. The premise of the course
is that teachers can predict and affect changes in the
learning outcomes and actions of their students. This
course is primarily directed to the needs, interests
and facilities of teachers or aspiring teachers.
Learning is primarily a matter of organizing new information
and skills and then relating them to that which is already
known. Much of your study in this course will be directly
connected to this process of organizing and relating.
Your own experiences are an important aid in helping
you organize new information. You will learn more and
regard your learning as more relevant if you can consider
educational psychology in "real-life" active situations.
That is why action, as well as organization, has been
emphasized, in the course.
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Syllabus
| Lesson
One : |
Behaviorism |
| Lesson
Two: |
Assertive
Discipline
|
| Lesson
Three: |
Punishment
|
| Lesson
Four: |
Jones' and
Kounin's models
|
| Lesson
Five: |
Information
Processing - Cognitive Psychology
|
| Lesson
Six: |
Information
Processing and Long Term Memory
|
| Lesson
Seven: |
Encoding
and Retrieval
|
| Lesson
Eight: |
Some Psychological
Aspects of Reading
|
| Lesson
Nine: |
Some Psychological
Aspects of Writing
|
| Lesson
Ten: |
Problem Solving
from a Cognitive Perspective
|
| Lesson
Eleven: |
Some Psychological
Aspects of Learning Math and Science
|
| Lesson
Twelve: |
Social Information
Processing
|
| Lesson
Thirteen: |
Glasser's
Model
|
| Lesson
Fourteen: |
Conflicts
and their Resolution
|
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Instructor
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More
Information
Texbooks
required:
- Mayer,
R. E. (2003)., Learning and Instruction,, Merrill Prentice
Hall, Upper Saddle River, New Jersey.
- Wolfgang, Charles H.,(2001). Solving Discipline and Classroom
Management Problems. 5th Edition. Wiley & Sons, Inc.,
New York
Sample
Activities:
This course has been designed so that each
lesson requires approximately 5 hours to complete, for example,
3.5 hours for reading and 1.5 hours to prepare, edit and communicate
information related to the assignments. Problems with or inadequate
operations of technology may add significantly to these estimates.
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