Transcript PSYC 3130 - Valdosta State University

PSYC 3130
Educational Psychology
for Teachers of Adults
William G. Huitt, Ph.D.
Introduction
• Focus is on the study and application of psychological
principles, theories, and methodologies to issues of
teaching and learning for adults
• Does not substitute for PSYC 3110 or PSYC 3120 in
meeting teacher education degree requirements
• Designed for students enrolled in the College of
Education’s TTIE program
Course Objectives
1. Name and discuss the major categories of
variables that have been studied in educational
psychology in an attempt to answer the question
"Why do some students learn more than
others?" and arrange these in the form of a
model of the teaching/ learning process.
(Principles 2-10)
Course Objectives
2. Define learning and compare and contrast the
factors that behavioral, cognitive, humanistic, and
social cognition theorists believe influence the
learning process, giving specific examples of how
these principles could be used in the classroom.
(Principles 2-10)
Course Objectives
3. Name and discuss the major components and
techniques of classroom planning, management and
instruction that have been addressed in the study of
the teaching/learning process as well as how these
general techniques can be modified to address
individual differences. (Principles 2-10)
Topics
I. Introduction (pp. 3-12)
A. Purpose and objectives of course
B. Working in the public schools
C. Definitions
D. Objectives of schooling
Topics
II. Need for a scientific approach (pp. 12-26)
A. Hypothesis testing
B. Theory building
C. Types of studies
1. Descriptive
2. Correlational
3. Experimental
Topics
III. Theories of Learning
A. Behavioral (Chapter 5)
B. Cognitive (Chapters 2, 6 & 8)
C. Humanistic (91-96, 99-102)
D. Social Cognition
Topics
IV. Guiding the Instructional Process
A. Planning (pp. 476-487)
B. Instruction (Chapters 7, 8, 9)
C. Management (Chapter 11)
D. Evaluating learning (Chapters 13 & 14)
E. Georgia Teacher Observation Instrument
(GTOI)
Topics
V. Motivation (Chapter 10)
A. Theories of motivation
B. Increasing student motivation
Attendance
Students are expected to attend all class sessions. A
student who is absent more than 10% of class
sessions will have his or her grade reduced one
letter grade. A student who misses more than 20%
of class sessions will receive a grade of F for the
course.
Grading
1. Four quizzes
30%
2. Four announced tests
55%
3. Journal
5%
4. Lesson planning assignment
5%
5. Class participation
5%
Extra Credit
Up to ten points extra credit may be earned by:
1. reading research articles from education or
psychology journals,
2. listening to cassette tapes,
3. viewing video tapes or
4. reviewing computer software dealing with
issues related to the teaching-learning process.
The points will be added to a test grade.