BAHRAIN TEACHERS COLLEGE
UNIVERSITY OF BAHRAIN
Course Outline
Psychology of Learning
(TCPB 113 - BED Program)
COURSE DURATON:
LECTURER:
Room:
Email:
Website:
45 HOURS
Professor Adnan Farah
126
dr_adnanfarah@hotmail.com
www.adnanfarah.com
COURSE DESCRIPTION
This core unit involves the study of how students learn and the implications that follow for how they
should be taught. The emphasis is on exploring the rich interconnections between theory and practice, and
illustrating the power of effective theories in guiding complex practice. It has several themes which
include but are not limited to: cognitive approaches to learning and knowledge construction; motivation;
and multiple intelligences. It emphasizes a teacher’s role in the development of students as self-directed
learners. Drawing on teacher candidates’ learning in related units and observations in the pre-coursework
school placement, this course is prerequisite to Teaching Practice 1.
COURSE OBJECTIVES
This course seeks to equip student teachers to be professionals who are capable of engaging in theory
driven and research-based practice. More specifically, upon completion of the course, student teachers
should be able to:
1. Appreciate why and how students learn
2. Understand and analyse the different factors that have a bearing on student learning outcomes
3. Understand ways to enhance student learning and know how to apply this knowledge to their teaching
practice
4. Implement a multiple intelligences approach to teaching and problem-based learning in their
classrooms
COURSE REQUIREMENTS
1.
2.
3.
4.
Class Participation
Formative Evaluation - 2 Quizzes
Problem-Based Learning – Group Assignment
Summative Evaluation – Final Examination
10%
(2 x 5%)
40%
40%
1
Course Assessment Details Individual
Components:
1.
Class Participation (10%)
Task Description
The student teacher will demonstrate committed participation in course learning activities and
demonstrate fundamental professional competencies. He or she will be expected to be:
•
•
•
•
•
•
Punctual for all lessons and associated activities;
Participate with good will in all lessons and associated activities;
Complete all tasks in a timely fashion and submit assessment tasks on time;
Act with personal dignity and afford dignity to all others;
Comply with academic and ethical codes of the University; and
Comply with scholarship conditions imposed by the Ministry of Education.
2. Formative Evaluation – 2 Quizzes
2 short quizzes to consolidate understanding
•
Week 5 – Quiz 1: Topic: Motivation (5%)
•
Week 12 – Quiz 2: Topics: MI and Assessment (5%)
3. Final Summative Examination
40%
Group Component:
4. Problem-Based Learning – Group Assignment 40%
•
•
•
Portfolio
Presentation
Reflection
REQUIRED TEXTS
Eggen, P., & Kauchak, D. (2006). Educational psychology: Windows on classrooms (7thEd). NJ:
Pearson.(ISBN: 978-0131724488).
Campbell, L., Campbell, B., & Dickinson, D. (2004). Teaching and learning through
multipleintelligences (3rd Ed). Boston: Pearson. (ISBN: 978-0205363902) Tan, O. S. (2003).
Problem-based learning innovation: Using problems to power learning inthe 21st century. Singapore:
Thomson Learning. (ISBN-9812437177)
2
Suggested Weekly Content Schedule
Wk
Content Focus
References
Introduction
1.
The Psychology of
Learning: An Introduction
Cruickshank, D. R., Bainer, D. & Metcalf, K. (2001). The
act
Aspects of student learning
Characteristics of the
learner Major psychological
approaches to learning
of teaching (2nd Ed). OH: McGraw-Hill.
Eggen,
P.,
Educational
&
Kauchak,
D.
(2006).
psychology: Windows on classrooms (7th Ed). (Chapters15).
NJ: Pearson.
Tan, O. S., Parsons, R. D., Hinson, S. L., & Sardo-Brown,
D.
(2003).
research
Educational psychology:
A practitioner-
approach (An Asian edition). (Chapters 1-5).
Singapore:
Thomson.
Understanding
Student Motivation
2.
Perspectives of Motivation
What is motivation?
Perspectives on
Motivation A closer look
at selected motivation
theories
Eggen, P., & Kauchak, D. (2006). Educational psychology:
Windows on classrooms (7th Ed). (Chapters 10&11). NJ:
Pearson.
Brophy, J. (1998). Motivating students to learn. New
York: McGraw-Hill.
Schunk, Pintrich, Meece (2008). Motivation in
education: Theory,
research
and
applications.
NJ:
Pearson-Merrill/Prentice Hall.
Stipek, D.J. (2002). Motivation to learn: Integrating
theory and practice (4th Edition). Boston: Allyn and Bacon.
3.
Goal Orientation Theory
Eggen, P., & Kauchak, D. (2006). Educational
Conceptual overview
Mastery and performance
goals
psychology: Windows on classrooms (7th Ed) (Chapter
Relations with
motivational and
cognitive outcomes
Personal and contextual
predictors of goals From
Schunk, Pintrich, Meece (2008). Motivation in education:
10). NJ: Pearson.
Theory, research and applications (pp. 183-206). NJ:
Pearson-Merrill/Prentice Hall.
3
theory to practice
Stipek, D.J. (2002) Motivation to learn: Integrating theory
and
practice (4th Edition)(Chapter 10). Boston: Allyn and
Bacon.
4.
Self-Determination Theory
Conceptual overview
Types of behavioral
regulation in SDT
Research on selfdetermination From
theory to practice
5.
(Quiz 1 on Motivation)
Overview of Key
Eggen, P., & Kauchak, D. (2006). Educational
psychology: Windows on classrooms (7th Ed) (Chapter
10). NJ: Pearson.
Liu, W. C., Tan, O. S., Wang, C. K. J., Koh, C., & Ee, J.
(2007). Motivation in the context of project work: The
self-determination perspective. In D. M. McInerney, S.
Van Etten and M. Dowson (Eds.), Research on
sociocultural influences on motivation and learning:
Standards in education (Vol. 7, pp. 189-213).
Greenwich, CT: Information Age Publishing. Schunk,
Pintrich, Meece (2008). Motivation in education: Theory,
research and applications. NJ: Pearson-Merrill/Prentice
Hall.p. 248-253
Eggen, P., & Kauchak, D. (2006). Educational
psychology: Windows on classrooms (7th Ed). (Chapters
2, 6, 7, 8). NJ: Pearson.
Classical
5.
Exploring Classical and
Contemporary
Perspectives on
Learning through
Problem-Based
Learning (PBL)
Theories of Learning:
Bandura, Skinner,
Vygotsky, Piaget,
Information Processing
Tan, O. S. (2003). Problem-based learning innovation:
Using problems to power learning in the 21st century.
Singapore: Thomson Learning.
Overview of PBL:
Philosophy, Objectives and
Evaluation Process
Introduction to the 3 PBL
Case Scenarios
4
6.
Classical and Contemporary Tan, O. S. (2003). Problem-based learning innovation:
Using problems to power learning in the 21st century.
Theories of Learning: PBL
Singapore: Thomson Learning.
Problem Encounter
Problem Scenario and
Analysis
Formulation of Problem
Statement
7.
Classical and
Contemporary Theories of
Learning: PBL Problem
Analysis and Learning
Issues Formulation of
learning objectives
Tan, O. S. (2003). Problem-based learning innovation:
Using
Preparation for SelfDirected Learning and Peer
Teaching
Relevant chapters from Eggen, P., & Kauchak, D.
problems to power learning in the 21st
century. Singapore: Thomson Learning.
(2006). Educational psychology: Windows on classrooms
(7th
Ed). NJ: Pearson.
Other relevant references and resources
8.
Classical and
Contemporary Theories of
Learning: PBL Discovery
and Reporting
Relevant chapters from Eggen, P., & Kauchak, D.
(2006). Educational psychology: Windows on classrooms
(7th
Ed). NJ: Pearson.
Other relevant references and resources
Approaches to
Maximizing Student
Learning
9.
Multiple Intelligences
What is Intelligence?
Chapman, C. (1993). If the shoe fits ...:How to develop
multiple intelligences in the classroom. Glenview, IL:
Pearson-Skylight.
Gardner, H. (1999). Intelligence reframed: Multiple
intelligences for the 21st century. New York: Basic Books.
Kagan & Kagan (1988). Multiple Intelligences: The
Intelligent?
complete MI book. San Clemente, CA: Kagan Cooperative
Gardner’s theory of Multiple Learning.
How does one become
Intelligences
My MI Profile
Recognizing and
Responding
5
10. Teaching with Multiple
Intelligences
8-in-1 lesson or unit plan
Planning for a 8-in-1
Lesson
Campbell, L., Campbell, B., & Dickinson, D. (2004).
Teaching
and learning through multiple intelligences (3rd Ed). New
York:
Pearson-Allyn and Bacon.
Lazear, D. (2003). Eight ways of teaching: The artistry of
teaching with multiple intelligences (4th Ed). Glenview, IL:
Skylight.
Liu, W. C. (2006). Learning through multiple intelligences.
In
A. C. Ong & G. D. Borich (Eds.), Teaching strategies that
promote thinking: Models and curriculum approaches (pp.
199
– 218). Singapore: McGraw-Hill.
11. Assessment and
Student Learning
Key issues and concepts
related to learning: What,
Why and How? Impact of
assessment
Black, P., Harrison, C., Lee, C., Marshall, B., Wiliam, D.
(2003) Assessment for learning: Putting it into practice.
NY:
OUP
Eggen, P., & Kauchak, D. (2006). Educational
psychology: Windows on classrooms (7th Ed) (Chapters 15
&
Rethinking Assessment:
Assessment of learning and
for learning Assessment in 16). NJ: Pearson.
my classroom
12. (Quiz 2 on MI and
Assessment) Independent
Study Week: Preparation
for PBL Group
Presentation and PBL
Portfolio
Preparation for
Summative Evaluation
and Revision Lesson on
Week 15
13. Classical and
Contemporary Theories of
Learning: PBL Solution
Presentation
6
14. Classical and
Contemporary Theories of
Learning: PBL Solution
Presentation Reflection on
(i) Learning Theories; (ii)
PBL as a Learning and
Teaching Approach
Eggen, P., & Kauchak, D. (2006). Educational
psychology: Windows on classrooms (7th Ed). NJ:
Pearson. Tan, O. S. (2003). Problem-based learning
innovation: Using problems to power learning in the 21st
century. Singapore: Thomson Learning.
15. Preparation for
Summative Evaluation
COURSE REFERENCES AND SUPPLEMENTARY READING
Black, P., Harrison, C., Lee, C., Marshall, B., Wiliam, D. (2003). Assessment for learning: Putting it into
practice. NY: OUP (ISBN: 978-0335212972) Brophy, J. (2004). Motivating students to learn. New York:
McGraw-Hill. (ISBN: 978-0-8058-4772-7 (paperback))
Chapman, C. (1993). If the shoe fits ...: How to develop multiple intelligences in the classroom. lenview,
IL: Pearson-Skylight. (ISBN: 9780932935649)
Cruickshank, D. R., Bainer, D. & Metcalf, K. (2005). The act of teaching (3rd Ed). OH: McGraw-Hill.
(ISBN: 0073126500)
Elliot, S. N., Kratochwill, T. R., Littlefield, J. F. (2000). Educational psychology: Effective
teaching,effective learning (3rd Ed). Madison: Brown & Benchmark. (ISBN: 9780697375407)
Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York:
Basic Books. (ISBN: 978-0465026111) Kagan & Kagan (1988). Multiple intelligences: The complete MI
book. San Clemente, CA: Kagan
Cooperative Learning. (ISBN: 978-1879097452) Lazear, D. (2003). Eight ways of teaching: The
artistry of teaching with multiple intelligences (4th Ed).IL: Skylight Professional Development. (ISBN:
978-1575171197)
Liu, W. C. (2006). Learning through multiple intelligences. In A. C. Ong & G. D. Borich (Eds.),
Teaching strategies that promote thinking: Models and curriculum approaches (pp. 199 –
218).Singapore: McGraw-Hill. (ISBN: 0071256253)
Liu, W. C., Tan, O. S., Wang, C. K. J., Koh, C., & Ee, J. (2007). Motivation in the context of project
work: The self-determination perspective. In D. M. McInerney, S. Van Etten and M. Dowson
(Eds.),Research on sociocultural influences on motivation and learning: Standards in education (Vol.
7,pp. 189-213). Greenwich, CT: Information Age Publishing. (ISBN: 978-1-59311-779-5)
Ormrod, J. E. (2008). Educational psychology: Developing learners (6th Ed). NJ: Merrill. (ISBN:9780136127024).
Santrock, J. W. (2006). Educational psychology (2nd Ed). Boston: McGraw-Hill. (ISBN: 9780073525822)
Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: Theory, research, and
applications. NJ: Pearson. (ISBN: 9780132281553)
7
Slavin, R. E. (2006). Educational psychology: Theory and practice (8th Ed). Singapore: Allyn
&Bacon. (ISBN: 9780205566747) Stipek, D. (2002). Motivation to learn: Integrating theory and
practice. MA: Allyn & Bacon. (ISBN-13: 9780205342853)
Tan, O. S., Parsons, R. D., Hinson, S. L., & Sardo-Brown, D. (2003). Educational psychology:
Apractitioner-research approach (An Asian edition). Singapore: Thomson. (ISBN: 9812430431)
Tan, O. S., & Watson, G. (2004). Enhancing thinking through problem-based learning
approaches:International perspectives. Singapore: Thomson. (ISBN: 9812437185)
8