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1、Psychological Studies Academic GroupProgramme: Diploma in Education (2AUs)Course Code:DED 100 Course Title:Educational Psychology I: Theories and Applications for Learning and TeachingCourse Description: This course provides the foundation for understanding learners, learner development, and the psy
2、chology of learning. The ways in which these aspects influence the processes of learning will be considered, and proactive approaches to enhancing student motivation, learning, and thinking explored. Theories with a focus on students psychosocial and cognitive development will be introduced and its
3、implications for classroom-practice considered. In particular, the course will consider areas such as why and how some students learn or fail to learn, and how students intellectual, social, emotional, personal and moral development occurs. Course Objectives:Student teachers will develop a positive
4、and professional attitude towards teaching and acquire knowledge and relevant skills to become caring, committed, creative and effective teachers. At the end of this course, student teachers should:1. Believe that all students can learn; 2. Model a positive attitude toward teaching and learning;3. A
5、ppreciate and accept individual differences in students;4. Demonstrate a willingness to support the physical, emotional, moral and social well-being of students.They should further be able to:1. Understand the role of educational psychology in the teachers decision-making process; 2. Be able to desc
6、ribe the developmental needs of students;3. Understand how individual differences can affect student learning;4. Be able to explain cognitive, psychosocial and cultural factors that may facilitate or impede the development of students and their learning;5. Be able to synthesize the concepts of stude
7、nt development and learning theories and apply this knowledge in teaching and the design of learning experiences;6. Use different theoretical explanations for learner motivation to enhance student engagement in learning;7. Describe several types of higher-level thinking skills (such as creativity, c
8、ritical thinking, decision-making, and problem-solving) and explore ways that teachers can foster them;8. Articulate the reasons for classroom assessment and describe different kinds of assessment.The development and delivery of this educational psychology module is guided by the NIE TE21 framework,
9、 which seeks to provide student teachers with a holistic, personal and professional developmental experience. The professional and personal competencies fostered under the V3SK and GTC frameworks include:V3SK Model:V1: Learner-Centred ValuesEmpathyBelief that all pupils can learnCommitment to nurtur
10、ing the potential in each childValuing of diversityV2: Teacher IdentityAims for high standardsEnquiring natureQuest for learningStrive to improveEthicalV3: Service to the Profession and CommunityCollaborative learning and practiceSkillsReflective skills and thinking dispositionsPedagogical skillsPeo
11、ple management skillsCommunication skillsSocial and emotional intelligenceKnowledgeSelfPupilCommunityPedagogyEducational foundation and policiesGraduand Teacher Competencies (GTC):Performance DimensionsCore CompetenciesProfessional Practice Nurturing the whole child Providing quality learning of chi
12、ld Cultivating Knowledge: with reflective thinking with analytic thinking with creative teaching with a future focusLeadership & Management Working with Others Partnering Parents Working in TeamsPersonal Effectiveness Knowing Self and Others Tuning into self Exercising personal integrity Understandi
13、ng and respecting others Resilience and adaptabilityCourse Content: Understanding the Learner The Role of Educational Psychology in Effective Teaching and Learning Overview of Child and Adolescent Development Social Contexts of Development Personal Development Socio-Emotional Development Moral and P
14、rosocial DevelopmentUnderstanding the Learning Process Motivation in Learning Cognitive Development Behaviourist Views of Learning Cognitivist Views of Learning Social Cognitive Views of Learning Assessment in Learning Higher-Level Thinking SkillsTerm / Schedule: DED 100 - 6th September to 26th Nove
15、mber 2010Please refer to the Class Schedule posted in the NIE Portal to find out which class you are assigned to. Each class meets once a week. If your class falls on a public holiday, please check with your tutor the arrangements for make-up lessons. Course Coordinator: DED 100Ms. Chua Bee Leng Pho
16、ne: 6790-3202 Office: NIE 2-03-81 Email: beeleng.chuanie.edu.sgCourse Outline:SessionDateTopicSuggested Readings16-10 Sept10/9 (Fri) Public Holiday: Hari Raya PuasaUnderstanding the Learner: An Overview The Role of Educational Psychology in Effective Teaching and Learning Overview of Child and Adole
17、scent Development Social Context of Development Eggen - Chapter 1, 3Tan - Chapter 1, 2, 3Santrock - Chapter 1, 3Ormrod Chapter 1213-17 Sept15/9 (Wed) NTU Union Day: Classes to be cancelled from 11.30am to 2.30pm.Understanding the Learner: Personal Development Psychosocial Development Theory Identity
18、 Self-Esteem and Self-Concept Self-Concept and Learning Maslows Hierarchy of NeedsEggen - Chapter 3Tan - Chapter 4Santrock - Chapter 3Ormrod Chapter 3320-24 Sept21/9 (Tue) Service Learning Day: Classes to be cancelled from 2.30pm to 4.30 pm.Understanding the Learner: Moral and Prosocial Development
19、Moral Development and Prosocial Values/Moral Development of Moral Reasoning Teachers Role in Promoting Moral Development and Prosocial Values 21st Century Competencies and Desired Student Outcomes SEL Framework as an Approach to the Holistic Development of the Learner 5 Pedagogical PrinciplesEggen C
20、hapter 3Tan Chapter 4Santrock - Chapter 3Ormrod Chapter 3http:/www.moe.gov.sg/education/programmes/social-emotional-learning/427 Sept-1 OctE-Learning Week29/9 (Wed) Learning Festival 2010: Classes to be cancelled from 11.30am to 2.30pm.Understanding the Learning Process: Motivation in Learning Devel
21、oping Self-Regulated Learners Teacher Characteristics Classroom Variables Instructional VariablesEggen Chapters 10, 11 Tan Chapter 9Santrock Chapters 13Ormrod Chapter 1154-8 OctUnderstanding the Learner: Social Development Perspective-Taking Social Problem-solving Peers and Peer Relationships Violen
22、ce and Aggression in Schools 21st Century Competencies and Desired Student OutcomesEggen - Chapter 3 Tan - Chapter 4Santrock - Chapter 3Ormrod Chapter 3611-15 OctUnderstanding the Learning Process: Overview of PBL Philosophy; Objectives and Evaluation Process of PBLIntroduction to the 3 PBL case sce
23、nariosPBL: Learning Theories Problem Encounter Problem Statement Problem Scenario and AnalysisUse these to guide your initial reading for the 3 Problem Scenarios: Eggen Chapters 2, 3, 6, 7, 8, 10, 11Tan - Chapters 3, 4, 5, 6, 7, 8Santrock - Chapters 2, 3, 7, 8, 13 Ormrod Chapter 2, 3, 6, 7, 9, 10718
24、-22 Oct19/10 (Tue) International Community Involvement Projects: Classes to be cancelled from 2.30pm to 4.30pm for: PGDE Dip Ed Yr 1 & Degree Yrs 1-3.Understanding the Learning Process: PBL: Learning Theories Problem Analysis and Learning Issues825-29 OctUnderstanding the Learning Process: PBL: Lear
25、ning Theories Discovery and Reporting Report on self-directed learning Peer teaching91-5 NovE-Learning Week2/11 (Tue) Directors Annual Address & TE21 Summit for ALL NIE Staff: Classes to be cancelled for the entire dayUnderstanding the Learning Process: Assessment in Learning Key Issues and Concepts
26、 Related to Learning- Why? What? How? Summative vs Formative Assessment Assessment of and Assessment for LearningEggen - Chapters 14 & 15Tan - Chapter 14Santrock - Chapter 15 & 16Ormrod Chapter 14 & 15108-12 NovUnderstanding the Learning Process: Higher-Level Thinking Skills Blooms Taxonomy Critical
27、 and Creative Thinking Metacognition Problem Solving Decision MakingEggen Chapter 9Tan - Chapter 13Santrock - Chapters 8 & 9Ormrod Chapter 81115-19 Nov17/11 (Wed) Public Holiday: Hari Rayah Haji Understanding the Learning Process: PBL: Learning TheoriesSolution Presentation and ReflectionGroup Prese
28、ntation of Findings 1222-26 NovUnderstanding the Learning Process: PBL: Learning TheoriesSolution Presentation and ReflectionGroup Presentation of Findings Course Assessment 3 Parts: (Group & Individual)1. E-Learning Case Analysis (Individual) 10% Due date: E-learning Week (Week 5: 4-8 Oct 2010)2. P
29、roblem-Based Learning Group Project 40% Due date: Week 11 (15-19 Nov 2010) (in class)3. Individual Assignment 50% Due date: 29th November 2010 (Monday), by 4pm Principal ReferencesEggen, P., & Kauchak, D. (2010). Educational Psychology: Windows on Classrooms (8th ed). NJ: Pearson.Tan, O. S., Parsons
30、, R. D., Hinson, S. L., & Sardo-Brown, D. (2011). Educational Psychology: A practitioner-researcher approach. An Asian Edition (2nd ed). Singapore: Thomson.Supplementary TextsSantrock, J. W. (2009). Educational Psychology (4th ed.) (McGraw-Hill International Edition). Boston: McGraw-Hill.Ormrod, J.
31、E. (2011). Educational Psychology : Developing Learners (7th Ed.). Boston: Pearson. Course ReferencesBerk, L. E. (2009). Child Development (8th ed.) (Pearson International Edition). Boston: Pearson Education, Inc.Chang, A., Gopinathan, S. & Ho, W.K. (Eds). (1997). Growing up in Singapore: Research p
32、erspectives on adolescents. Singapore: Prentice Hall.Chang, A & Goh, C. (2002) Teachers handbook on teaching generic thinking skills. Singapore: Prentice Hall.*Ee, J. (2009). Empowering metacognition through social-emotional learning: Lessons for the classroom. Singapore: Cengage Learning Asia Pte L
33、td.*Ee, J., Chang, A., & Tan, O. S. (Eds.). (2004). Thinking about thinking: What educators need to know. Singapore: McGraw Hill.Ee, J. & Tan, O. S. (2009). Problem-based Learning made Simple: Lessons for the Classroom. Singapore: Cengage Learning Asia Pte Ltd.Elliot, S.N., Kratochwill, T.R., Little
34、field, J.F. (2000). Educational psychology. Madison: Brown & Benchmark.*Ho, K. C., & Yip, J. (2003). The state of youth in Singapore. Singapore: National Youth Council.Ng, A. K. (2004). Liberating the creative spirit in Asian students. Singapore: Prentice Hall.*Ong, A. C. & Borich, G. (Eds.). (2006)
35、. Teaching strategies that promote thinking. Singapore: McGraw-Hill.*Ormrod, J. E. (2008). Educational psychology: developing learners (6th ed). Harlow: Merrill.*Slavin, R.E. (2009). Educational psychology: theory and practice. (9th ed). Ohio: Pearson/Allyn & Bacon Tan, A.G. & Goh, M. (2002) Psychol
36、ogy in Singapore: Issues of an emerging discipline. Singapore: McGrawHill.Tan, E. (Ed.). (2004). Counselling in schools: Theories, processes and techniques. Singapore: McGraw Hill.Tan, O. S. (2003). Problem-based learning innovation: Using problems to power learning in the 21st century. Singapore: T
37、homson Learning.*Tan, O. S. (2009). Problem-based learning and creativity. Singapore: Cengage Learning Asia Pte Ltd.* Red Spot BookModule Information and Resources Online Please go to Blackboard at http:/lonline.nie.edu.sg to access all DED related materials. Course announcements will also be made t
38、hrough Blackboard. Course Assessment: Assignment 1Motivation Case AnalysisRubrics for E-Learning Motivation (10%)CriteriaBelowExpectationApproaching ExpectationMeetingExpectationExceeding ExpectationCase Analysis1 2 marks3 5 marks6 8 marks9 10 marks Plan was slipshod and discussion seemed to be supe
39、rficial Teaching philosophy shows almost no engagement with student motivation to learn Plan was somewhat thorough and rigor in the discussion was shown Teaching philosophy shows limited engagement with student motivation to learn Plan was thorough with rigor and depth in the discussion Teaching phi
40、losophy shows some thoughtful engagement with student motivation to learn Plan was very thorough with much rigor and depth in the discussion Teaching Philosophy is compelling and shows deep engagement with student motivation to learn Course Assessment: Assignment 2PBL Group AssignmentPRIMARYSCENARIO
41、SPBL Scenario1 ACT 1Age: 11Family Background: From middle-SES; mums a home-maker and dads a blue-collar worker. He has a younger sister of 7 who attends the same school as he does.SCENE 1The bell rang. Andy dragged himself into the classroom, shoulders hunched with a heavy feeling of dread in his he
42、art.“Oh no, it is Science again! I hate it,” He thought to himself.SCENE 2Andy recallinghisScience lessons 2 days agoThe teacher shouted at Andy, “Wheres is your brain? Did you leave it at home? Huh? Arent you supposed to have learnt all these concepts in Primary 2 or 3? I dont understand why you cant answer these simple questions!” With that, the teacher threw his book into his face.Andy tried to catch the book but missed. As he turned around to pick it up, he noticed 40 pairs of eyes staring at him.Immediately he heard a voice hollering behind him,
