ED 201D: Educational Psychology 

Instructor: Jon Hood
Semester: Spring

Course Description   

A study in the psychological principles underlying learning and effective teaching, the effect of social and personality factors on the learning process, and the application of learning theory to teaching. The course is designed to build upon knowledge gained in the General Psychology course requirement.

Required Textbooks 

Woofolk, Anita. Educational Psychology, 9th ed. Boston: Allyn and Bacon, 2001.

Course Schedule

Lesson

Topic

Learning Objectives

1

Course Introduction

·         Students will introduce themselves to the class.

·         Students examine affective approaches in educating “at-risk” youth.

2

What Works in the Classroom?

·         Students select a psychologist for an upcoming presentation.

·         Students examine and discuss how different teachers are successful in the classroom.

·         The student will show they understand different types of educational studies.

3

The Brain

·         Students develop a presentation on a selected psychologist.

·         Students will identify a “brain-based” lesson.

4

Educating ALL Students

·         Students will research a psychologist and tell how they impacted education.

·         The student will formulate an opinion on the mainstreaming vs. full-inclusion debate in SPED.

·         The student will examine how schools handle ability grouping.

5

Diversity

·         The student will discuss their view on a child’s dialect being spoken in the classroom.

·         Students examine affective approaches in educating “at-risk” youth.

6

Conditioning

·         The student will demonstrate their knowledge of conditioned responses.

·         The student will develop a system aimed at improving behavior.

7

Good Study Techniques

·         The student will show their knowledge of study strategies.

8

Teaching Students to be Problem Solvers

·         The student will analyze their own problem solving skills.

·         Students examine affective approaches in educating “at-risk” youth.

·         The student will plan a concept lesson.

9

Inquiry Learning

·         The student will formulate an opinion on inquiry learning.

·         The student will show they understand what an “inquiry” lesson looks like.

10

Motivation and the Classroom

·         The student will examine the benefits of goal setting.

·         The students will analyze assignments that motivate students because they are challenging.

11

Rules are a Good Thing

·         The student will list rules and procedures they will have in their classroom.

·         Students examine affective approaches in educating “at-risk” youth.

·         The student will demonstrate they understand the importance of communicating with parents.

12

What is the Objective?

·         The student will analyze how to write an objective.

·         The student will construct an argument for the “whole-language vs. phonics” debate.

13

Are Grades Important?

·         The student will compose thoughts about the purpose of grades.

14

No Excuses

15

Final Test