| COURSE NUMBER: |
EDUC 301 |
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| COURSE TITLE: |
Educational Learning Theories and Applications |
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| NAME OF INSTRUCTOR: |
Dr. Darlene Eerkes |
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| CREDIT WEIGHT AND WEEKLY TIME DISTRIBUTION: |
credits 3 (hrs lect 3 - hrs sem 0 - hrs lab 0) |
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| COURSE DESCRIPTION: |
Lectures and discussions focus on learning in the classroom
situation: the processes by which students learn and the factors that
facilitat/inhibit learning. Specifically examined are learning
theories, motivational theoris, cognitive styles, discipline practices
and assessment approaches.
This course is open only to students in the
B.Ed. (AD) programs. Students with credit in PSYC 361 cannot receive credit in EDUC 301.
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| REQUIRED TEXTS: |
Woolfolk, A.E., Winne, P.H. & Perry, N.E. (2013). Educational Psychology (Sixth Canadian Edition). Toronto: Pearson Education Canada. |
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| ASSESSMENT: | | Attendance/participation in small/large group discussions: prepared & contributing. | 10% | | Attendance at a Restorative Practice Workshop | 10% | | Weekly readings | 20% | | Video reflection assignment | 10% | | Each
student will choose/create, in consultation with the instructor, an
individual assignment/assessment plan with detailed assignments (~2-5)
including: description, weight (percentage) and due date. It is
encouraged that at least one of these individual assignments will be
presented in class according to a schedule determined withthe chapter topic. | 50% | | _____ | | Total | 100% |
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| COURSE OBJECTIVES: | Students will:
- Appreciate
the mystery inherent in the development of human beings and celebrate
an orderly Creation without having to label, understand or categorize
all things into human systems.
- Gain understanding of core
principles and theories of educational psychology including the areas
of student development (i.e., physical, cognitive, language, social,
emotional, and moral), student diversity (i.e., abilities, culture and
community), learning and teaching;
- Explore the dynamics between
the interdependent nature of faith/personal beliefs and educational
psychology that connects all aspects of schooling: views of the
student, the teaching and learning process, desirable teacher and
student characteristics and the creation of a positive classroom
setting.
- Develop the ability to reflect on the learner, the
learning environment, the teaching-learning process, and the
interaction among them, in order to create meaningful student learning.
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| COURSE OUTLINE: | - Lesson 1 Learning, Teaching, and Educational Psychology (Chapter 1, pp. 1-21)
- Lesson 2 Cognitive Development (Chapter 2a, pp. 22-49)
- Lesson 3 Cognitive Development (Chapter 2b, pp. 49-62)
- Lesson 4 Self, Social, Moral Development (Chapter 3a, pp. 63-81)
- Lesson 5 Self, Social, Moral Development (Chapter 3b, pp. 82-105)
- Lesson 6 Learner Differences - Video to view on your own (NO readings, NO class)
- Lesson
7 Learner Differences and Learning Needs (Chapter 4
selected sections) Chapter 4 pp. 107-110; 151-153; information in
all Tables 4.1 – 4.10 in this chapter.
- Lesson 8 Culture and Diversity (Chapter 6a, pp. 189-212)
- Lesson
9 Culture and Diversity (Chapter 6b, pp. 212-223)
and Cognitive Views of Learning (Ch. 8a, pp. 258-273)
- Lesson 10 Cognitive Views of Learning (Ch. 8b, pp. 273-291)
- Lesson 11 Behavioural Views of Learning (Chapter 7a, pp. 225-251)
- Lesson
12 Behavioural Views of Learning (Chapter 7b, pp. 251-257)
and Creating Learning Environments (Chapter 13b, pp. 455-462)
- Lesson
13 Creating Learning Environments (Chapter 13c, pp.
462-472) and Expert group readings (assigned before class) and
Restorative Practises articles (to be provided)
- Friday, October 28 - Restorative Practices workshop (8:30 – 3:30, all day)
- Lesson
14 Complex Cognitive Processes (Chapter 9, pp. 291-304;
323-327) and Expert group readings (assigned before class)
- Lesson
15 The Learning Sciences and Constructivism (Chapter 10a,
pp. 328-339b; 354- 356a) and Expert group readings (assigned
before class)
- Lesson 16 The Learning Sciences and Constructivism (Chapter 10b, pp. 345-366)
- Lesson 17 Social Cognitive Views of Learning and Motivation (Chapter 11a, pp. 367-380)
- Lesson 18 Social Cognitive Views of Learning and Motivation (Chapter 11b, pp. 380-397)
- Lesson 19 Motivation in Learning and Teaching (Chapter 12a, pp. 398-417)
- Lesson 20 Motivation in Learning and Teaching (Chapter 12b, pp. 417-436)
- Lesson 21 Creating Learning Environments (Chapter 13a, pp. 437-455)
- Lesson 22 Teaching Every Student (Chapter 14a, pp. 473-488)
- Lesson 23 Teaching Every Student (Chapter 14b, pp. 489-508)
- Lesson 24 TBD ??? Possibly a class to wrap things up, if we do not get done on Nov. 30.
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THE KING'S UNIVERSITY