PY-300 Education Psychology

Course title : PY 300 Educational Psychology

Campus : National, Chuuk, Kosrae, Yap

Initiator: Pearl Habuchmai Olter-Pelep and Susan Moses

Date: February 2018

Course description: This course builds on theories and concepts taught in PY 201 Human Growth and Development. The course focuses on classroom application of theories of learning and development, intelligence, motivation, behavior modification principles, development of instructional objectives, Bloom's taxonomy, task analysis of FSM and state curriculum standards and benchmarks, and assessment of student learning. The student analyzes authentic situations in the elementary classroom and recommends ways to improve student learning. Student professionalism is measured.

Hours per Week

No. of Weeks

Total Hours

Semester Credits

Lecture

3

X

16

=

48

=

3

Laboratory

X

=

=

Lecture/Lab

X

=

=

Workshop

X

=

=

Total Semester Credits

3

PSLO#

Program

None

[ ]

1. Effective oral communication: capacity to deliver prepared, purposeful presentations designed to increase knowledge, to foster understanding, or to promote change in the listeners' attitudes, values, beliefs, or behaviors.

[X]

2. Effective written communication: development and expression of ideas in writing through work in many genres and styles, utilizing different writing technologies, and mixing texts, data, and images through iterative experiences across the curriculum.

[X]

3. Critical thinking: a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.

[X]

4. Problem solving: capacity to design, evaluate, and implement a strategy to answer an open-ended question or achieve a desired goal.

[ ]

5. Intercultural knowledge and competence: a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.

[ ]

6. Information literacy: the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand.

[ ]

7. Foundations and skills for life-long learning : purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills, and competence.

[ ]

8. Quantitative Reasoning: ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations; comprehends and can create sophisticated arguments supported by quantitative evidence and can clearly communicate those arguments in a variety of formats.

3. CSLO (General) 1: Compare and contrast the psychosocial, cognitive, and moral theories of development and summarize ways to apply understanding of each to improve teaching and learning in an FSM classroom.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

1.1 Compare and contrast the theories of Piaget, Vygotsky, Erikson, and Kohlberg and summarize ways to apply understanding of each theory to improvement of teaching and learning in the FSM classroom

2,3,4

1,2

1.1 Student completes a table or writes a paper comparing and contrasting the theories of Piaget, Vygotsky, Erikson, and Kohlberg. Student also summarizes ways to apply understanding of each theory to improvement of teaching and learning in the FSM classroom. A scoring rubric will be used.

4. CSLO (General) 2: Compare and contrast the behavioral, information processing, social cognitive, and constructivist theories of learning and summarize ways to apply understanding of each to improve teaching and learning in an FSM classroom.

Student Learning Outcomes (specific)

ISLO

PSLO

Assessment Strategies

2.1 Compare and contrast the theories of Pavlov, Skinner, Bandura, information processing (memory), and discovery learning and summarize ways to apply understanding of each theory to improvement of teaching and learning in the FSM classroom

2,3,4

1,2

2.1 Student completes a table or writes a paper comparing and contrasting the theories of Pavlov, Skinner, Bandura, and discovery learning. Student also completes a diagram and completes a chart or writes a paper comparing and contrasting the components of the information processing model. Student also summarizes ways to apply understanding of each theory to improvement of teaching and learning in an FSM classroom. A scoring rubric will be used.

CSLO (General) 3: Compare and contrast behavioral, social cognitive, and humanistic views of student motivation and summarize ways to apply understanding of each to improve teaching and learning in an FSM classroom.

Student Learning Outcomes (specific)

ISLO

PSLO

Assessment Strategies

3.1 Compare and contrast the views of Skinner, Bandura, and Maslow on student motivation and summarize ways to apply understanding of each to improvement of teaching and learning in an FSM classroom

2,3,4

1,2

3.1 Student completes a table or writes a paper comparing and contrasting the views on student motivation of Skinner, Bandura, and Maslow. Student also summarizes ways to apply understanding of each to improvement of teaching and learning in an FSM classroom. A scoring rubric will be used.

CSLO (General) 4: Compare and contrast definitions of intelligence and summarize ways to apply understanding of each to improve teaching and learning in an FSM classroom.

Student Learning Outcomes (specific)

ISLO

PSLO

Assessment Strategies

4.1 Compare and contrast the definitions of intelligence supported by Wechsler, Sternberg, and Gardner and summarize ways to apply understanding of each to improvement of teaching and learning in an FSM classroom

2,3,4

1,2

4.1 Student completes a table or writes a paper comparing and contrasting the definitions of intelligence of Wechsler, Sternberg, and Gardner. Student also summarizes ways to apply understanding of each to improvement of teaching and learning in an FSM classroom. A scoring rubric will be used.

CSLO (General) 5: Develop measurable instructional objectives at each level of Bloom's

Taxonomy of the Cognitive Domain and task analyze FSM and State Curriculum Standards and Benchmarks in a variety of subjects.

Student Learning Outcomes

(specific)

ISLO

PSLO

Assessment Strategies

5.1 Develop measurable

instructional objectives at each

level of Bloom's Taxonomy of

the Cognitive Domain and task

analyze FSM and State

Curriculum Standards and

Benchmarks in a variety of

subjects.

2*,3,4

1

5.1 Student writes measurable instructional objectives at each level of Bloom's Taxonomy of Cognitive Domain on an assignment or quiz. Given FSM and State Curriculum Standards and Benchmarks in a variety of subjects, student task analyzes each. Scoring rubrics will be used.

CSLO (General) 6: Differentiate formative and summative assessment; criterion-referenced,

norm-referenced, and standards-based tests; test reliability and validity; and various types of

standardized test scores and align assessment with instructional objectives.

6.1 Differentiate examples of formative and summative assessment; examples of criterion-referenced, norm-referenced, and standards-based tests; descriptive statistics; and types of standardized test scores. Discuss in writing factors that contribute to test reliability and validity. Align assessment with instructional objectives.

2,3,4

3

6.1 On a written exam, student differentiates examples of formative and summative assessment; examples of criterion-referenced, norm-referenced, and standards-based tests; descriptive statistics; and types of standardized test scores. Student also discusses in writing factors that contribute to test reliability and validity and designs assessment activities that are aligned with instructional objectives. Exam is scored with a key and accompanying rubric.