ED 6604 - Educational Psychology

A graduate course at the University of New Haven emphasizing the application of psychological principles and research to the teaching-learning process, including learning theories, human development, motivation, instruction, assessment, and classroom management.

Course Description

This course emphasizes the application of psychological principles and research results to the teaching-learning process. Focus also addresses learning principles, development, and planning as well as the implementation of instruction. Evaluation of student performance, classroom management, and motivation are also addressed.

Learning Objectives

Identify and describe the major theories of learning, human development, and motivation in relation to instructional practices and student engagement.
Identify the benefits and limitations of various models of intelligence.
Relate theories of learning, development, and motivation to the teaching-learning process with regard to student diversity (ethnic, cultural, cognitive).
Identify instructional issues relevant for a culturally diverse student population that includes all aspects of diversity.
Identify and describe appropriate classroom learning environments that enhance the teaching-learning process.
Identify methods for the evaluation and assessment of learning and teaching.
Demonstrate an understanding of the cyclical relationship among learning objectives, instruction, and assessment practices in the K-12 classroom.
Analyze classroom behaviors for the purpose of communicating academic and behavior performance expectations and results with students, their families, and other educators.

Required Readings

Ormrod, J. E. (2011/2013). Educational Psychology: Developing Learners (7th or 8th ed.). Pearson Education.
Michie, G. (2009). Holler If You Hear Me (2nd ed.). Teachers College Press.
Willingham, D. T. (2009). Why Don't Students Like School? A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for Your Classroom. Jossey-Bass.
Additional readings available on the course website.

Assignments

Teacher Study — Parts 1–5 (105–135 points) — Multi-part longitudinal study of a teacher in practice. Part 1 (25 pts), Part 2 (30 pts), Part 3 (30 pts), Part 4 (30 pts, for students not enrolled in ED 6681), Part 5 (20 pts).
Ed Psychlopedia Entry (10 points) — One encyclopedia-style entry on a key concept from educational psychology.
Group Lesson (40–50 points) — Collaboratively designed and presented lesson incorporating course concepts.
Online Discussions (30 points) — Ten weekly discussions, 3 points each.

Grading

Grade	Points
A	171–200
A-	163–170
B+	158–162
B	153–157
B-	148–152 (minimum to avoid repeating course)
C+	143–147
C	138–142
F	Below 133