EDUC 225 - Educational Psychology

Number of Credits: 3
Examine the educational process. Analyze various instructional models and objectives, theories of learning, and the application of modern psychological principles as they apply to educational theory and practice. Directly observe classroom interactions and the facilitation of learning. (Fall & Spring Only) Three hours lecture each week. Three Credits. Three billable hours.

Pre-/Co-requisite(s): Undergraduate students, including Transfer students, enrolled in EDUC-225 must be concurrently enrolled in EDUC 226 , Field Experience for Educational Psychology, and in good academic standing (2.0 GPA). External classroom observation will occur on students’ own time. CLEP (Educational Psychology) accepted. Baccalaureate degree, or PSYC 101 and EDUC 120 , or PSYC 101 and ECE 101

Course Topics:
Understanding Learning and Teaching

Motivation and Learning

Cognitive and Language Development

Personal, Social, and Moral Development

Principles of Cognitive Learning Theory and the Construction of Knowledge

Cognitive Learning and Human Memory

Complex Cognitive Processes

Behaviorism and Social Cognitive Theory

Course Objectives: Upon successful completion of this course, students will be able to:

Demonstrate an understanding of the major concepts, principles, theories, and research related to development of children and adolescents. Use these to describe and construct learning tasks that support individual student’s development, acquisition of knowledge, and motivation. (PG1)
Demonstrate an understanding of the social, physical, emotional, and cognitive stages of development from infancy through adolescence. Teacher candidates will identify indicators of development through observation and recognize the developmental level of a child based on observing child behavior and recognizing the importance of this issue in curriculum and instructional materials. (PG1)
Explain the major theories of human learning. Teacher candidates will identify and explain their major components. (PG1)
Reflect on approaches to learning and teaching. Teacher candidates will write and speak on how learning occurs in students by recognizing behaviors that enhance and impede learning and indicate that learning has occurred. (PG1)
Recognize the impact of culture, privilege, and oppression as they influence personal growth and development. Teacher candidates will define, discuss, and explain culture, privilege and oppression in relation to schooling, student performance, and success. (PG2, PG3)
Explain the important role of family in human development and the variety of ways individuals can organize to fulfill these roles. Teacher candidates will discuss the role of family in society and how individuals fulfill family values. (PG3)
Explain basic theories of motivation. Teacher candidates will reflect on personal motivational patterns in relation to basic theories. (PG1)
Conduct basic educational research and recognize valid sources of educational information. Teacher candidates will engage in a research activity. (PG1, PG2)
Engage in small group learning environments. Teacher candidates will report group work and products of group work. (PG2)
Reflect on their developing schema of the teaching profession. (PG 4)
Demonstrate knowledge of both the behavioral and cognitive views of learning and understand how students differ in their development and approaches to learning. (PG1, PG2)
Use learning theories to understand classroom learning and develop materials and activities to promote learning. (PG1, PG2, PG4)