Luzerne County Community CollegeStandard Course SyllabusCourse Number: PSY210Course Title: Educational PsychologyDepartment: Social Science/HistoryCredits: 3Lecture hours: 3Laboratory hours:Clinical hours:Prerequisites: NoneCo-requisites: NoneCourse Description: The application of psychology to the classroom situation with emphasis on behaviorism and cognition, individual differences, motivation, teaching for learning, and assessment of learning.Course Goals:This course provides students the opportunity to: Obtain a basic understanding of the purpose and methods of research in educational psychology. Understand the concept of individual differences and how it affects teaching. Apply the principles of behaviorism to learning and instruction. Apply the principles of cognition to learning and instruction. Understand the role of motivation in teaching and learning. Determine an appropriate assessment method for a given situation.Student Learning Objectives or OutcomesUpon successful completion of this course, students will be able to:Goal 1: Identify examples of descriptive, correlational, and experimental research. Describe the difference between correlation and causation. Explain the importance of educational psychology research to the classroom teacher.Goal 2: Discuss the benefits and potential problems in categorizing and labeling students based on differences in intelligence, cognitive styles or learning styles. Describe ways to adapt lesson plans to meet the needs of students with varying learning styles and abilities. List indicators of hearing, speech, vision, language, and behavior problems, as well as indicators of specific learning disabilities.Goal 3: Compare contiguity, classical conditioning, and operant condition, and give examples of each. Describe and give examples of four different kinds of consequences that can follow any behavior and indicate the effect each is likely to have on future behavior. Describe a situation in which a teacher may wish to use modeling. Compare self-management and cognitive behavior modification.Goal 4: Describe the three-store, levels of processing, and connectionism models of human information processing. Give examples of the roles of perception and attention in learning. Define declarative, procedural, and conditional knowledge and give examples of each. Explain how schemas and scripts influence learning and remembering. Compare information processing, constructivist, and situated learning. Discuss the implications of cognitive theories for teaching critical thinking.Goal 5: Explain the difference between intrinsic and extrinsic motivation and motivation to learn, and give examples of each List Maslow's seven levels of needs, classify each as a "being need" or a "deficiency need," and give a classroom example of each. Discuss the possible motivational effects of success and failure and how these effects relate to beliefs about ability. Describe the characteristics of mastery-oriented, failure-avoiding, and failure-accepting students, List three characteristics of a self-regulated learner, and describe how teachers can promote self-regulated learning in the classroom.Goal 6: Interpret the results of achievement, aptitude, and diagnostic tests in a realistic manner. Create multiple-choice and essay test items for a given subject area. Describe authentic assessment approaches, including portfolios, performance, exhibitions, and the development of scoring rubrics.Sequence of Topics:1.Educational Psychology and Teaching Learning abilities Behavioral learning Cognition Learning and instruction Motivation Teaching for learning Assessment Assessment and GradingThe following are acceptable assessment methods for this course: Exams: Evaluation of cognitive objectives consisting of questions (single best response, multiple true/false, short answer) and tasks to be completed by the student concerning concepts presented in the textbook and in class. Chapter Quizzes: Group Discussion Questions: Oral Presentation: Research Paper:Reference, Resources, and Learning MaterialsSuggested Texts:Woolfolk, Anita E. (1998). Educational Psychology (7th ed.). Boston: Allyn and Bacon. Additional ReferencesGage, N.L. and Berliner, D.C. (1983). Educational Psychology. Boston: Houghton Mifflin CompanyBiehler, Robert (1984). Psychology Applied to Teaching. Boston: Houghton Mifflin CompanyAusubel, D. P. (1978). Educational Psychology: A Cognitive View. New York: Holt, Rinehart, and Winston.Brophy, J.E. and Everston, C.M. (1976). Learning from Teaching: A Developmentsl Perspective. Boston: Allyn and Bacon.Gagne, R.M. (1977). The Conditions of Learning. New York: Holt, Rinehart, and Winston.Required Equipment:NoneComputer Software:Woolfolk, Anita E. (1998). Educational Psychology (Interactive Edition CD-ROM). Boston: Allyn and Bacon. (optional)Other Course Requirements:DRAFTStandard Course Syllabus Revision Date: 09/23/99