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MASTER SYLLABUS

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. Offered Fall.
 

 
Prerequisite(s) / Corequisite(s): PSYC 101.
 
Course Rotation for Day Program:

Offered Fall.

 
Text(s): Most current editions of the following:

Most current editions of the following: 



Educational Psychology
By Woolfolk, A. (Allyn & Bacon)
Recommended
Psychology Applied to Teaching
By Snowman, J., McCown, R., & Biehler, R. (Houghton-Mifflin)
Recommended
 
Course Objectives

• To understand how students learn, develop, and differ in their approaches to learning. (MoSPE 2)
• To provide learning opportunities that are adapted to diverse learners and that support the intellectual, social, and personal development of all students. (MoSPE2)
• To develop long-range planning, based upon student, district and state standards data. (MoSPE 3)
• To use a variety of instructional strategies and resources to encourage students' development and critical thinking, problem solving, and performance skills. (MoSPE 4)
• To understand individual/group motivation and behavior and create a learning environment that encourages active engagement in learning, positive social interaction and self-motivation. (MoSPE 5)
• To model effective verbal, nonverbal, and media communication techniques with students, colleagues and families to foster active inquiry, collaboration, and supportive interaction in the classroom. (MoSPE 6)
• To continually assesse the effects of choices and actions on others to become a reflective practitioner. (MoSPE 8)
• To grow professionally in order to improve learning for all students. (MoSPE 8) 
• To develop effective working relationships with students, families, school colleagues and community members. (MoSPE 9)

 
Measurable Learning
Outcomes:

• Knows and identifies child/adolescent developmental stages and can apply them to students.
• Applies knowledge of learning theory in all aspects of instructional design.
• Recognizes diversity and the impact it has on education.
• Is able to plan lessons and learning activities to address a student's prior experiences, multiple intelligences, strengths and needs in order to
positively impact learning. 
• Demonstrates an understanding that instruction should be connected to students' prior experiences and family, culture, and community.
• Understands how to select appropriate strategies for addressing individual student needs in meeting curriculum objectives.
• Knows and understands the concept of differentiated instruction and short- and long-term instructional goal planning to address student needs in meeting curriculum objectives.
• Demonstrates knowledge of researched-based models of critical thinking and problem- solving, including various types of instructional strategies, to support student engagement in higher level thinking
skills. 
• Knows how classroom management, motivation, and engagement relate to one another and has knowledge of strategies and techniques for using this to promote student interest and learning.
• Recognizes and identifies the influence of classroom, school and community culture on student relationships and the impact on the classroom environment and learning.
• Demonstrates competence in the use of basic classroom management techniques that reduce the likelihood of student misbehavior and address any misbehavior that does occur with the least disruption
of instruction.
• Understands the importance of and develops the ability to use effective verbal and nonverbal communication techniques.
• Develops sensitivity to differences in culture, gender, intellectual and physical ability in classroom communication and in responses to student communications.
• Has knowledge of the development, use, and analysis of formal and informal assessments. 
• Develops a knowledge base of assessment strategies and tools, including how to collect information by observing classroom interactions and using higher order questioning.
• Uses analysis of data to determine the effect of class instruction on individual and whole class learning. 
• Understands strategies for reflecting on teaching practices to refine their own instructional process in order to promote the growth and learning of students.
• Identifies and understands the use of an array of professional learning opportunities including those offered by educator preparation programs, school districts, professional associations, and/or other
opportunities for improving student learning.
• Is knowledgeable of and demonstrates professional, ethical behavior and is aware of the influence of district policies and school procedures on classroom structure.
• Understands school-based systems designed to address the individual needs of students by working with the cooperating teacher/ supervisor to engage with the larger professional community across the
system to identify and provide needed services to support individual learners.
• Recognizes the importance of developing relationships and cooperative partnerships with students, families, and community members to
support students' learning and well-being.

 
Topical Outline:

• Behaviorism
• Information Processing Theory
• Intelligence
• Constructivism
• Social learning theory
• Humanistic theory
• Child and adolescent development
• The teacher as scientist and practitioner
• The study and application of learning theory
• Instructing, managing, and motivating students
• Dealing with exceptionality in the classroom
• Evaluating learning outcomes

 

Recommended maximum class size for this course: 35

 
Library Resources:

Online databases are available at http://www.ccis.edu/offices/library/index.asp. You may access them from off-campus using your CougarTrack login and password when prompted.

 
Prepared by: Kristi Miller Date: September 16, 2013
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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