EDUS 220 Educational Psychology Dean Owen, Ph.D., LPCC Spring 2011 Overview.
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Transcript of EDUS 220 Educational Psychology Dean Owen, Ph.D., LPCC Spring 2011 Overview.
EDUS 220Educational Psychology
Dean Owen, Ph.D., LPCCDean Owen, Ph.D., LPCC
Spring 2011Spring 2011
Overview Overview
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Welcome to EDUS 220
Educational Psychology
Agenda for Today
1.Review and discuss the course syllabus
2. Become introduced to each other
3.Discuss the major topics and areas in the course.
A-) COURSE INFORMATION
Course Year / Semester : 2010/2011 / Spring
Course Title : Educational Psychology
Course Code : 3680220
Course Credit : 3
Prerequisites : None
B-) INSTRUCTOR INFROMATION
Full Name : Dean W. Owen
Office No : S-141
Office Phone Number : 2969
Office Hours : Monday-Thursday, 12:30-16:00
Email Address : [email protected] or [email protected]
Personal Web Address: http://vargapilot.weebly.com/
C-) TEXT, READINGS, MATERIALS
Textbook(s) : Alexander, P.A. (2006). Psychology in Learning and Instruction. Columbus, Ohio: Pearson
Supplementary Reading(s) : Weekly Readings provided by the instructor
Catalog Description :
EDUS 220 Educational Psychology (3-0)3 Various dimensions of human development (cognitive, social, psychological, moral and physical), approaches to learning and learning process, learning styles, individual differences in learning..
Objectives : The major objective of this class will be the mastery of basic psychological and developmental theories and approaches which form the foundation for effective teaching and learning. These ideas generally will fall into three categories:
a. Characteristics of effective teachers;b. Characteristics of learners; and,c. The creation of events and environments in which human learning can most easily and effectively occur.
By examining some of the important variables that may play a role in the process of education the process of teaching and learning can be more easily understood as part science and part art. As prospective teachers you are embarking on a career in which your task will be to facilitate a change in behavior in others and understanding the psychological principles by which this process occurs is fundamental in the design, planning, delivery and assessment of the entire educational process.
E-) COURSE CALENDAR / SCHEDULE:
Wednesday: 09:40-12:30
Classroom: S 102
G-) COURSE POLICIESAttendance / Tardiness:
Regular attendance is required. Failure to attend on a regular basis may seriously limit the student’s ability to perform acceptably well on the scheduled examinations.
Class Participation : Active participation is required.
Missed Exams or Assignments: All class assignments will be submitted promptly at the beginning of the next class meeting and there will be no exceptions. Make-up examinations will be offered at the option of the instructor and only in those cases in which substantial justification exists. Students who experience an anticipatable conflict with a scheduled exam are invited to speak with the instructor prior to exam date to arrange an alternative date for testing.
G-) COURSE POLICIES
Academic Ethics : The issue of academic honesty will be taken seriously in this class. Students will be required to complete a three-step process prior to the second class meeting. These three steps are:
a. Review METU-NCC material on the following two web-pages;http://www.ncc.metu.edu.tr/studaffairs/acadrules.phphttp://www.ncc.metu.edu.tr/academic/acadcode-of-ethics.php
b. Complete an online plagiarism training program available free of charge at https://www.indiana.edu/~istd/; andc. Submit the plagiarism completion certificate and the academic honesty
G-) COURSE POLICIESAttendance / Tardiness:
ADA Statement: This course will be conducted in compliance with the Americans with Disabilities Act (ADA). All qualified students enrolled in this course shall be entitled to “reasonable accommodations”. It is the student’s responsibility to inform the instructor of any special needs or accommodations required as the result of physical disability or other handicapping condition not later than the second class meeting.
Grading Policy: Grading for this course will be composed of 4 components as detailed below:
Mid-Term Exam 1 25%
Mid-Term Exam 2 25%
Homework Assignments 15%
Final Exam 35% Total 100%
Grading Scale
PERCENTAGE COURSE GRADE COEFFICIENT 90-100 AA 4 85-89 BA 3.5 80-84 BB 3 75-79 CB 2.5 70-74 CC 2 65-69 DC 1.5 60-64 DD 1 50-59 FD 0.549 and below FF 0Incomplete I N/AWithdrawn W N/A
Personal Philosophy If it’s not fun…don’t do it.
If you must do it…have as much fun with it as you can!
Please stay in touch with me…..
if you’re having difficult let me know, immediately so we have time to try to fix things…..
Let me know how I can help you master this information…Sometimes I need your help before I can help you…..
I’m here to help you succeed….I ‘m here to make it easier…not more difficult !!!!
Questions…..Comments…..??
Introductions:
Course Overview
A few questions
What is a good student?
What is a good teacher?
What makes a good school?
Can you teach me something?
Some Fundamental Definitions
Educational Psychology is a science Educational Psychology is a science devoted to the study of:devoted to the study of:
1. how humans learn in educational settings1. how humans learn in educational settings,,
Educational Psychology is a science Educational Psychology is a science devoted to the study of:devoted to the study of:
2. the effectiveness of educational strategies,2. the effectiveness of educational strategies,
Educational Psychology is a science Educational Psychology is a science devoted to the study of:devoted to the study of:
3. the social psychology of schools3. the social psychology of schools
Educational Psychology is a science Educational Psychology is a science devoted to the study of:devoted to the study of:
4. how students learn and develop4. how students learn and develop
Educational Psychology is a science Educational Psychology is a science devoted to the study of:devoted to the study of:
5. of the process of teaching5. of the process of teaching
Some Fundamental Definitions
Educational Psychology is a source for Educational Psychology is a source for information that influences:information that influences:
1.1. Curriculum developmentCurriculum development,,2.2. Educational Technology,Educational Technology,3.3. Instructional design,Instructional design,4.4. School design and organization,School design and organization,5.5. Special Education,Special Education,6.6. Classroom management,Classroom management,7.7. Test designTest design
Educational Psychology is a source for Educational Psychology is a source for information that influences:information that influences:
Curriculum developmentCurriculum development
Educational Psychology is a source for Educational Psychology is a source for information that influences:information that influences:
Educational TechnologyEducational Technology
Educational Psychology is a source for Educational Psychology is a source for information that influences:information that influences:
Instructional design,Instructional design,
Educational Psychology is a source for Educational Psychology is a source for information that influences:information that influences:
School design and organization,School design and organization,
Educational Psychology is a source for Educational Psychology is a source for information that influences:information that influences:
Special EducationSpecial Education
Educational Psychology is a source for Educational Psychology is a source for information that influences:information that influences:
Classroom managementClassroom management
Educational Psychology is a source for Educational Psychology is a source for information that influences:information that influences:
Testing/AssessmentTesting/Assessment
Educational Psychology is concerned with the following three main areas:
Characteristics of Learners
Characteristics of Teachers
The process of “Learning”
CCoolloorrss
CCoolloorrssScoring: Count the number of Rs, Ys, Gs, and Bs you circled on the survey.
My most frequently circled letter was
My least frequently circledLetter was
RB
CCoolloorrssStyle Strengths Weaknesses Fears
Red Confident
Ambitious
Hurt’s feelings
Impatient
Being taken advantage of
Yellow People oriented, flexible, loves to talk
Time problems, lack enough facts, doesn’t listen
Social disapproval
Blue Loyal
Good Listener
Calm
Low profile
Passive
Slow to change
Insecure
environment
Green Precise
Diplomatic
Procrastinates
Overly sensitive
Too-detail oriented
Imperfection
CCoolloorrssStrengths To be more effective
R/B Strengths: Red/blues are go getters who want to be where the action is-and usually are. They are innovative, direct and sometimes aggressive. They have an intense desire to be winners and have no time for nonsense or the status quo.
To be more effective: Red/Blues need to learn patience when others drag their feet or when "needless" rules and regulations get in the way of progress. They need to relax and slow down to lessen stress and adverse reactions from others.
R/G Strengths: Red/Greens are direct and persistent and they pull no punches. They can be counted on to get the job done. They don't ask questions and don't worry about details. They may not win the "nice guy" award but their success earns them admiration and respect.
To be more effective: Red/Greens need to temper their greatest asset - forcefulness - to keep it from becoming a liability. They need to guard against the temptation of allowing "the ends to justify the means."
R/Y Strengths: Red/Yellows demonstrate a quiet confidence in themselves and their abilities. They are strongly self motivated, especially toward their own goals. They may have difficulty communicating, but their firm. low-key approach does produce results.
To be more effective: Red/Yellows need to take themselves less seriously and rely on their managers to help then channel their energy toward more harmonious relationships. They need to spend more time becoming acquainted with colleagues and others on a personal basis.
CCoolloorrssStrengths To be more effective
Y/B Strengths: Yellow Blues have natural ability in all aspects of the job. They sell ideas or services with emotion and word pictures. They are well organized and have a competitive spirit. They get along with most everyone and welcome changes.
To be more effective: Yellow/Blues need to consciously deal with their high energy level and need for change to control discontentment, restlessness, impulsiveness, and fault-finding. They need a variety of tasks and help with more routine tasks.
Y/G Strengths: Yellow/Greens are emotional and love people. They are highly articulate and effervescent and they know how to motivate others. They are not interested in details, paperwork, and other minor nuisances.
To be more effective: Yellow/Greens need to use good time management principles and to be better organized. They need self-discipline to avoid missed appointments, being late, and errors due to carelessness.
Y/R Strengths: Yellow/Reds love people and are gregarious but not pushy. They have a sincere interest in others and their needs, but do not like confrontation or criticism. they are sharp dressers and compliment others for the way they are dressed.
To be more effective: Yellow/Reds need to temper their love for people with more concern for the task. They need to be more assertive and more persistent and need to use principles of good time management.
CCoolloorrssStrengths To be more effective
B/G Strengths: Blue/Greens are productive day in and day out, especially in a stable environment where there is no fear of constant change. They are warm and friendly and have a firm desire to change
To be more effective: Blue Greens need to be more flexible to take advantage of unexpected opportunities. They need to pay more attention to details and to guard against a tendency to lose their cool.
B/R Strengths: Blue/Reds are skilled in "winning friends and influencing people". They avoid conflict, but handle complaints efficiently and courteously. They are good listeners and are generally well organized.
To be more effective: Blue/Reds need to be more forceful in dealing with dominant others. They need to project more enthusiasm. They need prior conditioning to adjust to changes. They have strong family and other non work ties.
B/Y Strengths: Blue/Yellows are steady performers who "plan their work and work their plan." They are thorough, persistent, calm, and collected. They are logical and analytical, and although friendly, they prefer a low-profile.
To be more effective: Blue/Yellows need to demonstrate the same interest in people they do in 'Product." They need to focus more on others and their needs and project more confidence and enthusiasm.
CCoolloorrssStrengths To be more effective
G/B Strengths: Green/Blues excel in applied creativity. They are systematic change agents who move quickly but only after having all of the facts. They are quiet and forceful, and their knowledgeable, determined, and low-key approach is often effective in relating to others.
To be more effective: Green/Blues need to learn that others may see them as aloof because of their depth of thought. They may seem too critical because they have little tolerance for carelessness or nonsense. They can improve their image by being less serious about themselves and by being more patient with others.
G/R Strengths: Green/Reds are very skilled at using logic. They are reserved and prefer to work with facts and data. They are gracious with people, but avoid conflict of an emotional or subjective nature.
To be more effective: Green/Reds need to be more assertive and rely less on logic in dealing with aggressive people. They can reduce internal stress by worrying less about things they cannot control.
G/Y Strengths: Green/Yellows are deep thinkers who will exert great energy to ensure things are done exactly right. They are conscientious and will master any task they take on. The work long hours and don't ask for help.
To be more effective: Green/Yellows need to keep attention to detail from making them lose sight of the big picture and getting them bogged down in time-consuming activities. They need to set realistic time limits and accept less-than-perfect results.
Some Fundamental Definitions
What is Learning ?
A relatively permanent change in behavior as the result of training, practice or experience.
Some Fundamental Definitions
What is Teaching ?
Teachers are individuals who seek to promote learning in very specific ways…..They create the conditions under which change in a desired direction is most likely to occur.
Over the course of the semester we will investigate together….
Human Development in five domains…..
1. Physical
Over the course of the semester we will investigate together….
Human Development in five domains…..
2. Cognitive
Over the course of the semester we will investigate together….
Human Development in five domains…..
3. Emotional
Over the course of the semester we will investigate together….
Human Development in five domains…..
4. Social
Over the course of the semester we will investigate together….
Human Development in five domains…..
5. Moral
Over the course of the semester we will investigate together….
Individual differences and disabilitiesIndividual differences and disabilities
Over the course of the semester we will investigate together….
Learning and cognition: Behavioral perspective, Cognitive perspective, and developmental perspective, social, and constructivist perspective….
Over the course of the semester we will investigate together….
MotivationMotivation
Over the course of the semester we will investigate together….
Research Methods: Qualitative Research Methods: Qualitative methods, Quantitative methodsmethods, Quantitative methods
Over the course of the semester we will investigate together….
Instructional design and TechnologyInstructional design and Technology
Over the course of the semester we will investigate together….
Assessment StrategiesAssessment Strategies
Over the course of the semester we will investigate together….
Teaching Strategies and Learning Teaching Strategies and Learning StylesStyles
Questions or comments ??Questions or comments ??