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):
Course Rotation for Day Program:
Most current editions of the following:
By Woolfolk, A. (Allyn & Bacon) Recommended
Psychology Applied to Teaching
By Snowman, J., McCown, R., & Biehler, R. (Houghton-Mifflin) Recommended
By Snowman, J. and McCown, R. (Cengage ) Recommended
Course 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.
Recognizes the importance of developing relationships and cooperative partnerships with students, families, and community members to support students’ learning and well-being.
Major Topics/Skills to be Covered:
Information Processing Theory
Social learning 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: 30
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 learning outcomes and cover the subjects listed in the Major Topics/Skills to be Covered section.
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.