OED008 – Educational Psychology
Instruction: There are three primary documents that will be used to prepare your submission: 1) a working syllabus, 2) scope and
sequence document, and 3) the completed narratives below.
1. Select one working syllabus for the course that matches the TAG learning outcomes. You will be submitting one representative syllabus
out of all of the sections offered by various faculty. The syllabus being used for this submission should provide the review panel with a
general sense of how the TAG learning outcomes are implemented in a section of the course.
2. Scope and Sequence document should be developed prior to working on the narratives to be provided below. A template and a sample
are available on the TAG Course Description website at https://www.ohiohighered.org/transfer/tag/coursedescriptions under
Education. This document may be incorporated into the syllabus and provided for the submission or simply be provided as a separate
document from the working syllabus.
3. Based on the Scope and Sequence document, you’ll drill down to provide more in-depth narratives on how students meet each TAG
learning outcome. What the Review Panel is looking for is the students’ learning activity and process that they undergo as a formative
or summative assessment in the course. Most likely, graded summative assessments are obvious in the working syllabus. However,
formative assessments are as important as summative assessments, which may not necessarily be graded. The Panel would like to know
details about these assessments. The Scope and Sequence brings out some of the key segments from the syllabus, including
instructional strategies, topics, and a list of assessments, to organize thoughts into more focused ways in relation to the TAG learning
outcomes. Since the Review Panel members are not technically taking your course, the narratives you provide will help them see the
steps that your students take to reach the TAG learning outcomes. Please provide specific examples used in the syllabus. For instance, if
an essay or a discussion is used, what are students going to be writing or discussing, and what part of the assignment links directly to
prepare students to meet the TAG outcome? If students are assigned a project, please provide details about it and the link with the TAG
learning outcome.
Credit Hours: 3 semester hours
General Course Description:
This course deals with the major theories of human development, motivation and learning. Planning of instruction, teaching strategies, assessment and
classroom management are examined. Authentic pedagogical practices are used to gain an understanding of the teaching and learning process.
TAG Learning Outcome
(asterisk means required)
Your Students’ Learning Experiences and Evidence/Assessments to Meet
the TAG Learning Outcome (Evidence/Assessments Including Details
about Summative and Formative Assessments That Measure the TAG
Learning Outcome) – The Review Panel Is Interested in Seeing the
Students’ Learning Process/Activities and the Methods of
Time Spent on
Learning Outcome
(Days/Weeks/Hours
/Class Periods/
Percentages
Assessment/Evidence. The Narratives Should Dive More In-Depth into
What’s Mentioned in the Scope and Sequence Document.
Candidates are expected to:
1. Recognize the importance of diversity in
individuals and communities (e.g., language,
Socioeconomics Status, exceptionalities, etc.)
to better understand students.*
Candidates are expected to:
2. Recognize that all students can learn.*
Candidates are expected to:
3. Explain major theories of human development
(including cognitive, social, emotional, and
moral development across the lifespan) in the
context of teaching and learning.*
Candidates are expected to:
4. Explain major theories of learning (cognitive,
behavioral, and social).*
Candidates are expected to:
5. Explain effective learning strategies (e.g., study
strategies).*
Candidates are expected to:
6. Explain major theories of motivation.*
Candidates are expected to:
7. Explain principles of classroom management.*
Candidates are expected to:
8. Understand the basic interrelationships and
interactions between planning, instruction,
and assessment.*
Candidates are expected to:
9. Apply teaching strategies and approaches that
address the ways individual students learn.*