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Master Syllabus

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Administrative Unit: Education Department
Course Prefix and Number: EDUC 230
Course Title: *Educational Psychology
Number of:
Credit Hours 3
Lecture Hours 3
Lab Hours 0
Catalog Description:

The study of psychological principles in educational environments. Emphasis is on the scientific approach to teaching and learning. Students learn to plan, deliver, evaluate and report instructional outcomes. Cross-listed as PSYC 230. Prerequisite: PSYC 101.


Prerequisite(s) / Corequisite(s): PSYC 101.
Course Rotation for Day Program: Offered Spring.
Text(s): Most current editions of the following:

Educational Psychology
By Woolfolk, A. (Allyn & Bacon)
Psychology Applied to Teaching
By Snowman, J., McCown, R., & Biehler, R. (Houghton-Mifflin)
A Guide to Observation, Participation & Reflection in the Classroom
By Reed, Arthea & Gergemann, Verna (Brown and Benchmark)
Course Objectives
  • To write instructional objectives using state standards, district frameworks and grade level equivalents.
  • To evaluate psychological theories and their derivative instructional models.
  • To define behavioristic approaches, cognitivistic and information processing theory, humanistic approaches and neuroscience approaches to instruction.
  • To evaluate classroom management plans as they apply to diverse learners.
  • To describe the assessment and evaluation process, including alternate forms of the MAP.
  • To make decisions concerning teaching as a career choice.
  • To collect portfolio materials based on the matrix of the MoSPE requirements.
  • MoSPEs: 1, 2, 4, 5 and 7
Measurable Learning Outcomes:
  • Apply instructional objectives which meet individual student needs using state standards, district frameworks and grade level equivalents.
  • Design activities for delivering individualized educational experiences considering cognitive, social and emotional domains.
  • Define and apply psychological theories to instructional objectives.
  • Differentiate instructional experiences to accommodate learner diversity in the classroom.
  • Describe pupil exceptionality in the classroom including mental retardation, learning disabilities, behavior-disorders, gifted and talented, and culturally-deprived students.
  • Employ appropriate technology to accommodate diverse learners.
  • Evaluate and analyze the characteristics of teachers and students in schools..
  • A well-defined and articulated Philosophy of Learning paper will serve as a benchmark assignment for the certification portfolio.
  • Evaluate and collect portfolio materials based on the matrix of the MoSPE requirements.
Topical Outline:
  • The teacher as scientist and practitioner
  • Writing instructional objectives
  •  Planning individualized instruction
  • Instructing, managing and motivating students
  • Motivating student learning
  • Managing student behavior
  • Dealing with pupil exceptionality in the classroom
  • Evaluating learning outcomes
  • Introduction to field experiences
  • Orientation to participative observation
  • Observing classroom interaction
  • Observing classroom management
  • Observing teachers
  • Observing curriculum
  • Observing students
  • Portfolio construction

Recommended maximum class size for this course: 35

Library Resources:

Online databases are available at You may access them from off-campus using your CougarTrack login and password when prompted.

Prepared by: Karen Weston Date: November 16, 2012
NOTE: The intention of this master course syllabus is to provide an outline of the contents of this course, as specified by the faculty of Columbia College, regardless of who teaches the course, when it is taught, or where it is taught. Faculty members teaching this course for Columbia College are expected to facilitate learning pursuant to the course objectives and cover the subjects listed in the topical outline. However, instructors are also encouraged to cover additional topics of interest so long as those topics are relevant to the course's subject. The master syllabus is, therefore, prescriptive in nature but also allows for a diversity of individual approaches to course material.

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