Course Contents

EDUCATIONAL PSYCHOLOGY II Program: Ph. D Education Credit Hours: 3 Course description Course Code: Edu-621-II This course aims to introduce a psychological perspective to cognition, learning, and instruction in classroom perspective. The center point of this course will be to shed light on current issues in the theoretical, notional and practical literature concerning psychological theories, principles and practices for promoting effective learning. The course will offer a range of relevant, appropriate and significant conceptual and empirical readings in the field under study. It will facilitate prospective teachers to find evidence how research in psychology is used to solve students’ academic, social, behavioral and personal problems. Objectives: After studying the course, the students will be able to: 1. Learn nature and theories of the subject. 2. Practice concepts of educational psychology in real classroom. 3. Review relevant literature on different psychological researches, works and findings. 4. Apply psychological methods for improving students learning 5. Find empirical evidence of effects and relationships of psychological facts with students’ performance 6. Critically evaluate appropriate psychological strategies to help soling educational problems of students. Learning outcomes: At the end of the course the student will be able to: 1. Evaluate psychological theories and their relevance to education. 2. Understand some of the current issues faced in education. 3. Describe and understand psychological methodologies and research strategies in relation to education. 4. Be aware of the conceptual basis, development and history of educational psychology. 5. Be able to apply psychological theory and research to personal experience in education. Learning Methodology: • Teaching Strategies In general, the major teaching strategies will include: Collaborative learning, Group discussion, Lecture, Seminar, Team teaching, Reflective journals, Assignments, project, and presentation. • Readings Participants are supposed to read in advance the topic/s under discussion. • Class Participation Positive and constructive class participation will be encouraged. Particular emphasis will be given to it during the presentation sessions. Participants’ active involvement during the sessions will contribute to class participation marks. • Guidance- Counseling Service Participants are free to discuss the progress of their courses any time they want. However, to avoid inconvenience setting up of appointment is recommended. Weekly Course Plan (Educational Psychology) Week Units Content Learning outcomes Method Week 1 Unit 1 Methods of Educational Psychology Introduction, Introspection Method, Observation Method, Experimental Method, Differential Method, Clinical Method Students will be able to • apply Methods of educational psychology Students personal reflections Group Discussion Case studies Week 2 Unit 1 Educational Psychology Nature and scope of Educational psychology Schools of psychology and their bearings on education Students will be able to Compare and contrast Usability of different school of thoughts of educational psychology Lecture, group discussion Week 3 Unit 2 Adapting to individual and group differences Psychology of Individual Differences promoting personal development • Students will be able to distinguish individual differences Reading, Presentation Week 4 Unit 2 Adapting to individual and group differences Promoting social development Promoting moral development Students will be able to enhance Social and moral development on individual basis Discussion Collaborative learning Week 5 Unit 3 Heredity Relative importance of Heredity and Environment as Determinants of Individual differences, Students will be able to Apply the knowledge regarding impact of heredity on learning Student Presentations Discussion Week 6 Unit 4 Understanding how students learn Using multiple perspectives of learning Evaluation of Learning theories, Focusing on Cognitive processing Students will be able to Examine Factors affecting learning Lecture Discussion Presentation Week 7 Unit 4 understanding how students learn Social nature of learning, Learning as the result of experience, diversity of learning Discussion Lecture Week 8 Unit 4 Understanding how students learn Types of Learning, Outcome of Learning, Factors affecting Learning, Theories of Learning, Trial and Error Theory of Learning, Thorndike’s Laws of Learning, Theory of Classical Conditioning, Operant Conditioning Students will be able to Create learning environment by using different theories of learning Sharing of reflective journals and research topic Week 9 Mid term Week 10 Unit 5 Promoting knowledge construction and higher level thinking skills Promoting knowledge construction Promoting conceptual change Successful transfer of knowledge and problem solving Students will be able create knowledge environment and teach higher order thinking skills Discussion Presentations Projects Week 11 Unit 5 Promoting knowledge construction and higher level thinking skills Defining basic concepts of problem solving Helping students learn to learn Accommodating students with special needs Discussion Reflection Week 12 Unit 6 Motivating students to learn and achieve Goal directed behavior Increased energy and efforts Intrinsic and extrinsic motivation Maslow’s hierarchy of needs Students will be able to create motivating environment for learning Discussion Article review & Presentation Week 13 Unit 6 Motivating students to learn and achieve Self efficacy and self determination Addressing students’ social needs Keeping students anxiety at a facilitative level Discussion Lecture Week 14 Unit 7 Guiding the Instructional Process • Planning • Instruction • The Lesson Management Students will be able to apply and practice modern trends Inquiry based method Reflective practices Week 15 Unit 7 Guiding the Instructional Process • Evaluating learning • In the classroom • Standardized testing Collaborative learning Presentations Week 16 Revision Student teacher, Feedback and discussion REVIEW OF RESEARCH ARTICLES Length of Assignment: The assignment must be about 3000-3500 words properly word processed and proofread before submitting. Submission Assignment will be submitted according to schedule mentioned in course outline. Presentations will be held as per schedule. Note: Plagiarism will result in strict disciplinary action as per HEC / LCWU policy. Late Assignments will not be entertained GUIDELINES FOR ARTICLE REVIEW Below are some ideas regarding article review. These are NOT a required list of questions to answer and you are not limited to these questions. • What interested you in the article? • Did you like/dislike; agree/disagree with the issues or ideas presented and why or how? • Did you learn anything from this article? Did it change your mind, or confirm what you already knew? • Is this something you would implement when you are a classroom teacher/school administrator? Why? Why not? • How does the information in the article relate to the module/course we are studying? • What aspects of our module are reflected in the article? • Does the article present ideas relevant or useful for Educational practice, especially curriculum? • Summary of the article Assessment: Two Presentations: 10 marks Two Assignments: 10 marks Mid term: 30 marks Final term: 40 marks 2 Review articles: 10 marks Total marks: 100 Recommended Readings and websites: 1. The elements of psychology, by Gabriel Compayré ... translated by William H. Payne ... (Boston, Lee and Shepard; New-York, C. T. Dillingham, 1890), by Gabriel Compayré (page images at HathiTrust) 2. A manual of pedagogics, by Daniel Putnam ... with an introduction by Richard G. Boone ... (New York, Boston [etc.] Silver, Burdett and company, 1899), by Daniel Putnam (page images at HathiTrust) 3. Elementary psychology and education; a text-book for high schools, normal schools, normal institutes, and reading circles, and a manual for teachers, by Joseph Baldwin. (New York, D. Appleton and company, 1889), by Joseph Baldwin (page images at HathiTrust) fromhttp://www.cws.illinois.edu/IPRHDigitalLiteracies/dewey%201902%20school%20as%20social%20center.pdf 4. Huitt, W. (2011). Why study educational psychology? Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Available, fromhttp://www.edpsycinteractive.org/topics/intro/whyedpsy.html 5. Conner, M. (2002). A primer on educational psychology. Available, from http://marciaconner.com/resources/edpsych/ 6. Pajares, F. (2007). Culturalizing educational psychology. In F. Salili& R. Hoosain (Eds.), Culture, motivation and learning: A multicultural perspective [19–42]. Charlotte, NC: Information Age Publishing. Available, from http://www.uky.edu/~eushe2/Pajares/Pajares2007Culturalizing.pdf 7. Thorndike, E. (1910). The contributions of psychology to education. Journal of Educational Psychology, 1(1), 5–12. Available from http://psychclassics.yorku.ca/Thorndike/education.htm 8. Vockell, E. (n.d.). Educational psychology: A practical approach. Calumet, IN: Purdue University-Calumet. Available from http://education.calumet.purdue.edu/vockell/EdPsyBook/

Course Synopsis

This course aims to introduce a psychological perspective to cognition, learning, and instruction in classroom perspective. The center point of this course will be to shed light on current issues in the theoretical, notional and practical literature concerning psychological theories, principles and practices for promoting effective learning. The course will offer a range of relevant, appropriate and significant conceptual and empirical readings in the field under study. It will facilitate prospective teachers to find evidence how research in psychology is used to solve students’ academic, social, behavioral and personal problems.

Course Learning Outcomes

At the end of the course the student will be able to: 1. Evaluate psychological theories and their relevance to education. 2. Understand some of the current issues faced in education. 3. Describe and understand psychological methodologies and research strategies in relation to education. 4. Be aware of the conceptual basis, development and history of educational psychology. 5. Be able to apply psychological theory and research to personal experience in education.