PSYC 3110
Educational Psychology
William G. Huitt, Ph.D.
Last Revised: August 1999
Introduction
Designed to introduce psychological principles
as they apply to teaching and learning.
The required second course in the core sequence
for the BS degree in Education.
Should already be admitted to the teacher
education program .
Introduction
The course objectives support the College of
Education Conceptual Framework Principles at
an introductory level.
Two principles are the primary focus of this
course:
• Principle 2--The teacher understands how
children learn and develop, and can provide
learning opportunities that support their
intellectual, social, and personal development.
Introduction
The course objectives support the College of
Education Conceptual Framework Principles at
an introductory level.
Two principles are the primary focus of this
course:
• Principle 4--The teacher understands and uses
a variety of instructional strategies to encourage
students' development of critical thinking,
problem solving, and performance skills.
Course Objectives
1. Name and discuss the major categories
of variables that have been studied in
educational psychology in an attempt to
answer the question "Why do some
students learn more than others?" and
arrange these in the form of a model of
the teaching/ learning process. (Principles
2-10)
Course Objectives
2. Define learning and compare and
contrast the factors that behavioral,
cognitive, humanistic, and social cognition
theorists believe influence the learning
process, giving specific examples of how
these principles could be used in the
classroom. (Principles 2-10)
Course Objectives
3. Name and discuss the major components
and techniques of classroom planning,
management and instruction that have been
addressed in the study of the teaching/
learning process as well as how these
general techniques can be modified to
address individual differences. (Principles
2-10)
Topics
I. Introduction (pp. 3-12)
A. Purpose and objectives of course
B. Working in the public schools
C. Definitions
D. Objectives of schooling
Topics
II. Need for a scientific approach (pp. 12-26)
A. Hypothesis testing
B. Theory building
C. Types of studies
1. Descriptive
2. Correlational
3. Experimental
Topics
III. Guiding the Instructional Process
A. Planning (pp. 476-487)
B. Instruction (Chapters 7, 8, 9)
C. Management (Chapter 11)
D. Evaluating learning (Chapters 13 & 14)
E. GA Teacher Obs. Instrument (GTOI)
Topics
IV. Theories of Learning
A. Behavioral (Chapter 5)
B. Cognitive (Chapters 2, 6 & 8)
C. Humanistic (91-96, 99-102)
D. Social Cognition
Topics
V. Motivation (Chapter 10)
A. Theories of motivation
B. Increasing student motivation
Attendance
Students are expected to attend all class
sessions.
A student who is absent more than 10% of
class sessions will have his or her grade
reduced one letter grade.
A student who misses more than 20% of class
sessions will receive a grade of F for the
course.
Field Experience
A course requirement is that students spend 2
clock hours per week as aides to teachers in
the public school system for a total of 20
hours.
School assignments will be made in the Valdosta
and Lowndes schools through your instructor.
Field Experience
If commuting students desire to complete
this experience in their hometown schools,
the student is required to make all
arrangements with principals and teachers.
A letter authorizing the student to work in
the school must be signed by the principal
and returned before the student actually
begins working.
Field Experience
Each student is required to show proof of
professional liability insurance. This may
be done privately or by joining one of the
professional educational organizations
having a local chapter at VSU.
Students are expected to adhere to the
Code of Ethics developed by the Georgia
Professional Standards Commission while
engaged in their field experience.
Students With Disabilities
Valdosta State University will make
arrangements for students who require
special assistance due to a disability.
If you require some assistance, please let
me know.
You must be registered with the Special
Services Program to receive special
consideration for taking tests.
E-Mail
Each student will be required to make 5 e-mail
postings to the WebCT bulletin board.
The explanation of the e-mail requirements
is described in the materials packet.
Samples of appropriate e-mail postings are
on the web.
Grading
1. Four quizzes
30%
2. Four announced tests
55%
3. 5 e-mail postings
5%
4. Lesson planning assignment
5%
5. Teacher aide evaluation
5%
Extra Credit
Up to ten points extra credit may be earned by
critiquing one or more of the following:
1. research articles from education or
psychology journals,
2. cassette or video tapes,
3. computer software or web pages dealing
with issues related to the teaching-learning
process.
The points will be added to a test grade.