educational psychology. about the instructor pang weiguo is a lecture of the school of educational...
TRANSCRIPT
EDUCATIONAL EDUCATIONAL PSYCHOLOGYPSYCHOLOGY
About the instructorAbout the instructorPang WeiguoPang Weiguo is a lecture of the school of Educati is a lecture of the school of Educational Science at ECNU. He received his Ed.D. deonal Science at ECNU. He received his Ed.D. degree in Instructional Psychology form ECNU in 20gree in Instructional Psychology form ECNU in 2001. Pang has been involved in EDP for more tha01. Pang has been involved in EDP for more than 15 years at both public school and higher educn 15 years at both public school and higher education levels.He has authored 3 books, numerous ation levels.He has authored 3 books, numerous publications.As a young teacher, he likes to makpublications.As a young teacher, he likes to make friends with all of his students. But he is always e friends with all of his students. But he is always strict with them.strict with them.Tel: 62232910(o) 13651967801Tel: 62232910(o) 13651967801E-mail: [email protected]: [email protected]
Why should we learn the Why should we learn the course in a English contextcourse in a English context
As the member of national base of science, every junior student should show his/her psychological literacy at a higher level.
As a subject, EDP research and materials are most presented in English.
Bilingual education is helpful for your career development.
EDP is not for you to make a living, but a course for you to make a life.
About the CourseAbout the Course
TextCourse descriptionPrinciples of the courseLearning approach and instructional modelsTest and grading
About the textAbout the text Publisher: Allyn & Bacon
Copyright: 2001Published: 07/26/2000
The text shows how educational psychology theories are applicable to everyday teaching, giving specific attention to the needs of beginning teachers. The author thoroughly illustrates concepts and theories with examples and analogies, then explores their implications for practice. As a result, students gain an understanding of educational psychology that they will be able to use in their own classrooms when they become teachers themselves.
Reproductive copyReproductive copy
Provider: – educational administration office– Mr. Guan– 62233433
Price: RMB 35 yuan
About the authorAbout the author
Anita Woolfolk Hoy
Professor in Philosophical, Psychological, and
Comparative Studies. The Ohio State University
About the author (continued)About the author (continued)
Anita Woolfolk Hoy received her BA in 1969 from the University of Texas at Austin, with a major in Psychology and a minor in Chemistry.
In 1972 she was awarded a Ph.D. in Educational Psychology from the same university.
From 1973 to 1993 she was on the faculty of the Department of Educational Psychology (Chair 1990-1993) of the Graduate School of Education, Rutgers University.
Currently she is a Professor in the College of Education, The Ohio State University, Columbus, Ohio.
Course descriptionCourse description
Educational Psychology is a course designed to introduce psychological principles as they apply to teaching and learning. It is the required course in the core sequence for the bachelor degree in psychology and is an compulsory course in the BA degree programs. Psychology majors who want to apply for a teacher’s professional qualification must be enrolled in this course, if they have not already done so.
Principles of the coursePrinciples of the course
From Chinese to bilingual instruction to English instruction
Memory – understanding- application- generation
Active and self-regulated learning plus cooperative learning
Learning and instruction modelsLearning and instruction models This course will be taught using diverse methods. Traditio
nal reading of the text and lecture/discussion will be used, however, this will be done in a student-centered fashion so that both the students and the instructor are engaged in a dialogue and a process of discovery about "truths" in the application of psychology to teaching. More progressive methods will also be used in this course. "Labs" will be used so that students will engage in Problem Based Learning. Students will use technology to apply psychology theory, not only to earn a grade for this course, but also to solve real-world educational problems.
COURSE GOALSCOURSE GOALS
By the end of the course, students should be able to: ⑴develop an appreciation of the role of
educational psychology in answering practical problems in education.
⑵state the characteristics of students at different grade levels by studying the many facets of human development, explain their implications for learning and instructional design.
COURSE GOALSCOURSE GOALS((continuedcontinued))
⑶describe individual differences and problems of adjustment in the classroom in an attempt to answer the questions such as "Why do some students learn more than others?" and arrange these in the form of a model of the teaching/ learning process.
⑷describe the major theories of learning and apply them to classroom planning, management and instruction; discuss the difficulties teachers face when putting educational/psychological theory into practice.
COURSE GOALSCOURSE GOALS((continuedcontinued))
⑸explain what motivates students' behavior and how to facilitate and motivate students' learning.
⑹discuss and apply concepts of standardized and non-standardized assessment techniques to the teaching process to best assess student progress.
Framework of EDPFramework of EDP
Psychology of learningPsychology of teachingPsychology of learnersPsychology of teachers
ContentsContents
Intruduction to EDP(1 weeks)Child and adolescent development(1 weeks) Student diversity (2 weeks)Learning and instruction (8 weeks)Motivation and classroom management(3 w
eeks)Assessment and evaluation (3 weeks)
Introduction to EDPIntroduction to EDP
Educational psychology and its role A brief history of educational psychology Educational psychology’s methods
Child and adolescent Child and adolescent developmentdevelopment
Cognitive development Social, personal, and moral development
Student diversityStudent diversity
Individual and group difference Students with special needs
Learning and instructionLearning and instruction
Learning and behaviorism Social cognitive theory Information processing theoryConstructivism and situated instruction Complex learning processes Instructional strategies
Motivation and classroom Motivation and classroom managementmanagement
Motivation and motivation to learn Classroom management and discipline
Assessment and evaluationAssessment and evaluation
Concepts and issues in assessment Classroom testing and grading practice New perspectives of assessment and
evaluation
Grade assessmentGrade assessment
Attendance 15% Discussion and lecture 15% Mid-Term Exam 20
% Field Experience 10% Final Examination 40%
AttendanceAttendance
There is a strong correlation between class attendance and college success. Class involvement enables students to learn more actively and effectively; therefore, class attendance is essential.and will be counted by signing the roll sheet every class day. Students who have perfect attendance will receive 15 points. If missing four classes or more, whether it is for “excused” or “unexcused” reasons, the absences will result in an automatic FLUNK in course.
Discussions and Lectures Discussions and Lectures
Students will be broken into small groups at the beginning of the semester and engage in discussions about topics important to educational psychology on various days throughout the semester. They will be required to write brief journals as a reaction to in-class discussions about the readings, and those who read the required readings carefully, participate in the discussions actively, and think critically about the topics, will get good mark.
Field ExperienceField Experience
The course requirement is that students spend 4 clock hours as aides to teachers in the public school system. The hours spent are in regular classroom settings which contain primary or middle school students. At the end of the semester, the teachers for whom student aides have worked will be asked to complete an evaluation of each student's performance in the classroom. This evaluation will be considered in determining the course grade.
ExamsExams
There will be 2 "in-class" exams throughout the semester. One is mid-term exam, another is final exam. Exams will consist of multiple choice, matching, short answer and essay type questions, and will cover material covered in the lecture and in the text. The exams will NOT be tests of rote memorization; rather, they will test students’ knowledge through application, analysis, synthesis and evaluation of the course material. The exams will also assess students’ ability to apply the information they have learned in class to real-world situation.
Make-Up Exam PolicyMake-Up Exam Policy
Make-up exams are only offered if students miss an exam due to EXTENUATING circumstances and have WRITTEN DOCUMENTATION to support your absence. Minor illnesses such as colds and headaches do not constitute extenuating circumstances. Make-up exams will be essay (not the same thing as short-answer), must be cleared with instructor prior to the date of the exam. Students who fail to show up for an exam and/or do not get permission to take a make-up will receive a zero for that exam.
Activity: grouping the classActivity: grouping the class
Rules: Rules: 4-6 members group①4-6 members group① with a elective responsible leader② with a elective responsible leader② heterogeneity/homogeneity③ heterogeneity/homogeneity③
Discussion:Discussion:
How to learn the subjects?How to learn the subjects?What’s your expectation?What’s your expectation?What do you expect the instructor What do you expect the instructor to do ?to do ?
Notcie Notcie
EDP lessons on Wednesday EDP lessons on Wednesday morning are exchanged with morning are exchanged with PPsychology of Personalitysychology of Personality on Fri on Friday morning.day morning.
The endThe end