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EDFD 211: Psychological Foundations in Education First Semester SY 2016-17 Course Description

This document outlines the course description, objectives, content, requirements and grading system for a Psychological Foundations in Education course. The course provides an overview of educational psychology principles, theories of human development and learning, and research on teaching and motivation. Topics covered include growth and development, factors affecting learning, models of teaching, individual differences, assessment, and intelligence. Students are evaluated based on attendance, participation, presentations, papers and reflections on course content. The goal is for students to understand the psychological underpinnings of education and how to apply insights to enhance instruction.

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Leezl Campoamor Olegario
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320 views

EDFD 211: Psychological Foundations in Education First Semester SY 2016-17 Course Description

This document outlines the course description, objectives, content, requirements and grading system for a Psychological Foundations in Education course. The course provides an overview of educational psychology principles, theories of human development and learning, and research on teaching and motivation. Topics covered include growth and development, factors affecting learning, models of teaching, individual differences, assessment, and intelligence. Students are evaluated based on attendance, participation, presentations, papers and reflections on course content. The goal is for students to understand the psychological underpinnings of education and how to apply insights to enhance instruction.

Uploaded by

Leezl Campoamor Olegario
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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1

UNIVERSITY OF THE PHILIPPINES


College of Education
EDFD 211: Psychological Foundations in Education
First Semester SY 2016-17
I

Course Description
Psychological Foundations of Education is a critical study of the educative processes and
underlying psychological principles, theories, and methodologies including evaluation and
measurement of educational products. It focuses on explanations of human development and how
people learn. Theories and research on methods to improve learning and teaching, motivation,
personality, and intelligence are included with emphasis on practical applications.

II

Course Objectives:
Upon the completion of this course, the student should be able to:
A Explain the essentials of developmental approaches (theories, models, researches) of physical/
motor, cognitive, language, psychosocial, and moral theories;
B Define terms and principles related to teaching, learning, and motivation;
C Integrate the theories with real life examples;
D Discuss current researches in educational psychology;
E Appreciate the importance of educational psychology in enhancing instruction;
F Value insights gained in understanding the complex process of teaching and learning.

III

Course Content
A Introduction
Join the EDFD 211 Group in Facebook: https://www.facebook.com/groups/EDFD211THU/
B Fundamentals of Growth and Development
SUBMISSION OF RESEARCH PAPER ON SEPTEMBER 25. References should be journals
and theoretical background/ framework should be provided.
C What are the Factors that Affect the Learner (Human Growth and Development)
D What is Learning?
SUBMISSION OF RESEARCH PAPER ON SEPTEMBER 22/ 29
E An Effective Teacher Manages the Class Well (OCTOBER 6)

The Generation Z and Preparing Them for the 21st Century by Sofia Veniegas 10/6

Positive Classroom Management by Kevin Domingo 10/6

Best Practices in Dealing with Bullying by Alyssa Pamintuan 10/6

An Effective Teacher Knows How to Motivate Students (OCTOBER 13)


1

Meaningful Learning and Transfer of Learning by Michelle Alejandro 10/13

From Amotivation to Motivation: Self-determination Theory by Alan Santos 10/13

Motivating Adults by Richard Ernacio 10/13

REFLECTION PAPER NO. 1 DUE ON OCTOBER 20


G An Effective Teacher Utilizes Different Models of Teaching (OCTOBER 20, 27*)
1

Play-based Learning by Rosario Aquino 10/20

Performance-based Education by Alma Doris Gabot 10/20

Facilitating Language Learning by Angela de Leon 10/20

Teaching History/ Social Studies Effectively (Cognitive and Affective Approaches)


by Kirstin Cruz 10/27*

Teaching Good Manners and Right Conduct by Mark Carlo Francisco 10/27

H An Effective Teacher Considers Individual Differences (OCTOBER 27, NOVEMBER 3*)

2
1

Accommodating Individual Differences in the Classroom by Maila Camille Ani


10/27

Mainstreaming in the Philippines: Helping regular teachers handle students with


special needs by Elaine Lim 11/3*

Effects of Mainstreaming on Regular Students by Marielle Cruz 11/3

REFLECTION PAPER NO. 2 DUE ON NOVEMBER 10


I

An Effective Teacher Knows How to Construct Tests and Evaluate Student Learning
(NOVEMBER 3, 10*)
1

Principles of Assessment/ Assessing Learning by Orben Cleofe 11/3

Relieving Students Test Anxiety or Alternative Assessment by Monica Medrano


11/10*

An Effective Teacher Taps Different Types and Levels of Intelligences (NOVEMBER10, 17*,
24**)
1

Improving Student Attention and Focus by Francheska Lacuesta 11/10

Teaching Critical Thinking by Jasmin Moralde 11/10

Questioning Techniques in the Classroom by Alyssa Joven 11/17*

Developing IQ and EQ in the Classroom by Diana Lou Sipalay 11/17

Developing Resilience and Grit by Rozelle Bentulan 11/17

Improving Parental Involvement in School by John-Neil Masong 11/24**

K Teacher Development (NOVEMBER 24)

Teaching Effectiveness Programs that Work by Emmanuel Manalang 11/24

Mentoring Teachers by Shaika Sanchez 11/24

REFLECTION PAPER NO. 3 DUE ON DECEMBER 1

IV Course Requirements/ Grading System*


Each will be given equal weight:
Regular and punctual attendance** (less .5 per absence, less .25 per tardiness)
Class participation
Expert presentation*** (see oral presentation rubric)
Review of literature draft **** (less .5 per week for late submission)
Revised review of literature
Expert presentation
Reflection paper no. 1
Reflection paper no. 2
Reflection paper no. 3
* A grade of Inc. is only given to student who has a passing class standing, but fails to take
the final examination or complete the requirement due to illness or valid reason. Otherwise, the
student gets a grade of 5.
** 3 tardiness is equal to 1 absence; coming in late for more than 25 minutes is considered
absence. When the number of absences exceeds 3 meetings, the student will be advised to
drop the course.
*** In the expert presentation, your group is expected to lead the discussion of a topic of your
choice. Start working on this project as soon as the topic is assigned to you.
**** All papers done in this class are considered major papers. Do your best in writing them.
V References
Eggen, P. & Kauchak, D. (2010). Educational psychology: windows on classrooms. Prentice
Hall.
Jensen, E. (2006). Enriching the brain: how to maximize every learners potential.
Mangal, S.K. (2007). Essentials of educational psychology. Prentice Hall of India.
Mayer, R.E. (2008). Learning and Instruction. Merril Prentice Hall.

ODonnell, A.M. (2007). Educational psychology: reflection for action.


Omrod, J.E. (2006). Educational psychology: Developing learners Upper Saddle River, NJL
Merril
Santrock, J.W. (2011). Educational psychology. New York: Mc Graw-Hill.
http://www.ipb.ac.rw/books/1410447694.pdf
Slavin, R.E. (2009). Educational psychology: Theory and practice. Boston: Allyn and Bacon.
Sternberg, R.J. (2010). Educational psychology. Allyn and Bacon.
Taking sides: clashing views in educational psychology. McGraw-Hill Higher Education: 2008
Willems, P.P. (2006). Educational psychology casebook. Allyn and Bacon.
Woolfolk, A.E. (2010). Educational Psychology. Boston: Allyn and Bacon.
* Most of these references can be found at the reserved section of the U.P. College of Education
library
VI Instructor Information:
Instructor
:
Email Address
:
Mobile Phone No. :
Consultation Hours

Prof. Lizamarie Campoamor-Olegario


lizamarie_olegario@yahoo.com
09226508028, 09175987081
:
TTh (1-230), W (830-1130)
Other days (by appointment)
Office
:
Educational Foundations Dept UP College of Education
* Any student in need of special accommodation should consult with the instructor

Academic Dishonesty Definitions


Activities, that have the effect or intention of interfering with education, pursuit of knowledge, or fair
evaluation of a students performance are prohibited. Examples of such activities include but are not limited
to the following definitions:
A. Cheating: using or attempting to use unauthorized assistance, material, or study aids in examinations or
other academic work or preventing, or attempting to prevent, another from using authorized assistance,
material, or study aids. Example: using a cheat sheet in a quiz or exam, altering a graded exam and
resubmitting it for a better grade, etc.
B. Plagiarism: using the ideas, data, or language of another without specific or proper acknowledgment.
Example: copying another persons paper, article, or computer work and submitting it for an assignment,
cloning someone elses ideas without attribution, failing to use quotation marks where appropriate, etc.
C. Fabrication: submitting contrived or altered information in any academic exercise. Example: making up
data for an experiment, fudging data, citing nonexistent articles, contriving sources, etc.
D. Multiple submission: submitting, without prior permission, any work submitted to fulfill another academic
requirement.
E. Misrepresentation of academic records: misrepresenting or tampering with or attempting to tamper with
any portion of a students transcripts or academic record, either before or after coming to the University of
Pennsylvania. Example: forging a change of grade slip, tampering with computer records, falsifying
academic information on ones resume, etc.
F. Facilitating academic dishonesty: knowingly helping or attempting to help another violate any provision of
the Code. Example: working together on a take-home exam, etc.
G. Unfair advantage: attempting to gain unauthorized advantage over fellow students in an academic
exercise. Example: gaining or providing unauthorized access to examination materials, obstructing or
interfering with another students efforts in an academic exercise, lying about a need for an extension for an
exam or paper, continuing to write even when time is up during an exam, destroying or keeping library
materials for ones own use., etc.
* If a student is unsure whether his action(s) constitute a violation of the Code of Academic Integrity, then it
is that students responsibility to consult with the instructor to clarify any ambiguities. (Source: Office of the
Provost, 1996) - http://www.vpul.upenn.edu/osl/acadint.html

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