Course Content for the Semester

Course Content                                                                                               Time Allotment:

I.              Introduction to Educational Psychology                                             3 hrs.

A.   Definition of Basic Concepts

a.    Teaching

b.    Learning

c.    Education

d.    Educational Psychology

B.   Purpose and Significance of Educational Psychology

C.   Educational Psychology as a Scientific Investigation

a.    Types of Researches

b.    Roles of Research

II.            Human Developmental Theories and its Application                                    7.5 hrs.

A.      Piaget’s Cognitive Development Theories

B.      Vygotsky’s Socio-Cultural Theory of Development

C.      Montessori’s Planes of Development

D.      Language and Speech Development

E.       Kohlberg’s, Gilligan’s and Piaget’s Moral Development Theories

FIRST LONG TEST                                                                                            1 hr.

III.           Learning Theories and its Application                                                            6 hrs.

A.      Behavioral Learning Theories

B.      Cognitive Learning Theories

IV.          Theories of Intelligence and Thinking Skills                                       9 hrs.

A.      Spearman’s Two Factor Theory of Intelligence

B.      Thurstone’s Theory of Primary Mental Abilities

C.      Guilford’s Theory of Divergent Thinking and Structure of Intellect

D.      Ceci’s Bioecological Theory of Intelligence

E.       Sternberg’s Triarchic Theory of Intelligence

F.       Gardner’s Theory of Multiple Intelligence

G.     Perkin’s Thinking Frames and Enculturation of Mindware

H.     Goleman’s Emotional Intelligence

I.        Mind Mapping and Concept Formation

J.        Problem Solving and Problem Solving Strategies

K.      Creativity and Decision Making

L.       Self-regulation and Metacognition

MIDTERM EXAMINATION                                                                                1.5 hrs.

V.            Motivation in Classroom Setting                                                          7.5 hrs.

A.      Motivation Theories and Its Implications

                                          i.    Intrinsic/Extrinsic

                                         ii.    Behavioral Approach

                                        iii.    Humanistic Approach

                                       iv.    Cognitive Approach

                                        v.    Sociocultural Approach

                                       vi.    Goal orientations

B.      Procrastination Theories

VI.          Guiding the Instructional Process                                                       7 hrs.

A.      Planning
1. Domains of learning

                                          i.    Cognitive

                                         ii.    Affective

                                        iii.    Psychomotor

B.      Instruction
1. Factors to Consider in Choosing Methods of Instruction

2. Process of Teaching

C.      Management
1. Setting rules and procedures
2. Classroom discipline

D.      Evaluating learning
1. Types of Assessment

2. Rules in Test Construction

     SECOND LONG TEST                                                                                        1.5 hr.     

VII.         Trends and Issues in Education                                                           6 hrs.

A.      Diversity of Learners

                                          i.    Exceptional Learners

                                         ii.    Multi-cultural Learners

                                        iii.    Learning styles and Individual Differences

B.      Changing Roles of Teachers and Learners

C.      Alternative Education and Home Schooling

D.      Other Issues in the Local setting

       FINAL EXAMINATION                                                                                      4 hrs.

       TOTAL NUMBER OF HOURS                                                                         54 hrs.            

TEACHING PORTFOLIO

Requirements for my SOSC 1 and SOSC 2 Student Teachers 

What to include?

1.       A cover page.

2.       Detailed Lesson Plan for In-class Teaching Presentation

3.       Reflection/Reaction re: teacher’s evaluation. Are you satisfied? What are the preparations you made for your presentation to be successful? Are you convinced that you deserve such evaluation? Why? Why not? What have you learned about your teaching performance as perceived by your students?

4.       Fly leaf.

5.       Revised copy of the lesson plan for Demo Teaching.

6.       Individual narrative and reflection with your photos.

Guide Questions:

                                                               i.      What preparations did you do for your demo teaching in terms of:

1.       Physical;

2.       Emotional; and

3.       Mental?

                                                             ii.      How do you find your actual teaching experience?

                                                            iii.      What are the characteristics you possess that makes you a good teacher?

                                                           iv.      What adjustments did you do to show that you consider your students’

1.       Cognitive ability;

2.       Personality; and

3.       Size (quantity)?

                                                             v.       What educational psychology theories, teaching strategies and principles of classroom management were you able to apply when you developed your lesson plan and implemented it inside the class?

                                                           vi.      What educational psychology theories, teaching strategies and principles of classroom management will you apply in the future to be a more efficient teacher?

7.       Copy of Rubrics for Demo Teaching.

How should it be presented?

You’ll need:

1.   Long Brown Folder

2.  Fastener (Fasten your papers on the left side of the folder) 

*If it's too thick for a fastener to handle, let's have it ring bound with clear folder. PS: I don't mean metal rings that's for scrap book.

3.  Long Bond Paper (8.5” x 13”)

Technical Format:

1.       Cover page (see format below)

2.       Font: Times New Roman, 12

EDUC PSYCH CALENDAR 3A

**NOTE: Due to class suspension on Aug. 12, the in-class presentations and examination scheds sare moved, but the sequence is still the same. DEMO sched is still the same. Keep posted.

EDUC PSYCH CALENDAR 3B

**Note that two of the October classes will be changed to examination days. I'll keep you posted.

Student Diversity

Students have always had individual differences in learning preferences and strategies. These are influenced by socio-cultural factors such as ethnicity, culture,  educational background,  gender,  geographical location and; socioeconomic status.

Educators therefore need to respond to diversity in abilities, experiences, and learning strategies if they are to support students to become confident, self-directed, and independent learners (Venter, 2003).

The challenge, then, is how to achieve that goal? What changes can be made to the teaching and learning environments they provide to cater for these factors and ensure that all students have the optimum chance to succeed?

The following tips are given to teachers with:

                

                   A. International Students Related Teaching Tips

ØGet to know your students at the beginning of the semester and learn to pronounce their names correctly.

ØDo not single out the international student to "represent" his/her country.

ØWhen asking a student about his or her experience, stressing the student as an individual rather than as a representative of a country will encourage the student without making him or her feel alien.

ØDo not overlook the potential tensions between international students in your class due to traditional enmities or clashes of cultural values.

ØExpect international students to have different expectations regarding classroom practices and that it takes time for the students to adjust to “Filipino style" of teaching and learning.

ØEstablish a safe classroom atmosphere through the ground rules of discussion and keep channels of communication open in your office hours so as to give students the chance to adjust to your classroom more quickly. 

B. Regionalism Related Teaching Tips

ØAvoid assumptions and stereotypes based on students' geographic origins.

ØEstablish a class "code of conduct" or discussion guidelines to help prevent hurtful comments about others' geographical origin.

ØConfront any derogatory stereotypical comment about someone in the class explicitly to prevent it from happening again.

C. Religion and Political Beliefs Related Teaching Tips

ØAssume each student has his or her specific beliefs and rituals, and cannot "speak for" an entire religion.

ØDo not criticize political or traditional beliefs unless those beliefs are potentially hurtful to others in the class, or unless such criticism is part of the class content.

ØEstablish an initial "contract" with your students to show respect for others.

D. Age Related Teaching Tips

ØDo not make non-traditional and often older students feel excluded or singled out.

ØMake older students feel included in class discussions and in everything else.

ØAdmit it when you don't know the answer to something and then follow up on it -- this helps build trust particularly with non-traditional and older students.

ØKeep an open mind in the classroom and stop trying to keep their classroom molded into one entity.

As cited from the research entitled, The Adjustment Problems and Academic Performance of  the Children of OFWs by Alicia S. Agustin. She concluded that parents whose working abroad may affect in some ways in the students’ academic performance, motivation in learning and learning strategies.

As supported by Tina Monzon- Palma, program director of ABS-CBN Foundation's Bantay Bata 163, during her recent visit to the Netherlands to meet with a group of Pinoy professionals and nurses and Ambassador Romeo Arguelles. She said Bantay Bata has been receiving a lot of cases of children being heavily affected by the physical separation from parents working abroad. A growing number of children left behind in the Philippines by overseas Filipino workers are losing interest in education and many are dropping out of school.

           In response, educators should žbe aware of such differences that may exist inside the classroom, žfind necessary action to avoid problem in terms of their student class standing and žproperly addressing such diversity to avoid more serious problem like dropping out.