COURSE OUTLINE                                                                                       FALL 2020

Course Title: Educational Psychology

Course Code: EDU-503

Credit Hours: 03                                               

Instructor: Ms. Hina Zahra

DESCRIPTION of SUBJECT

Educational psychology has drawn a great deal upon the main field of Psychology for its techniques, strategies and solution of problems of education. It is a special field of study in its own right. Therefore the main purpose of the course is to make students aware of how to bridge the gap between theory and practice. In other words, how they can use various concepts of educational psychology to improve their learning and teaching skills. The course is intended to improve the reading, writing and communication skills of students. For this purpose various structured and unstructured activities will be designed and assigned to the students so that they can better develop their abilities and skills. In this course the students and teachers will be introduced with major theories of intelligence, personality, motivation, memory, thinking and instruction. They will also be trained in how these theories can be applied in the classroom teaching. Understanding the psychological basis of these theories will help them to manage classroom in a way that promotes learning and minimizes disruptions. It will also provide them with the tools needed to be a better teacher, counsellor and guide.

Learning Outcomes

After reading this subject the students will be able to

I Understand the need and importance of psychology in education

II  Explain the significance of educational psychology

III Comprehend the scope, methodology and usefulness of educational psychology in effective

       teaching

Iv  Develop an insight into various concepts and theories of educational psychology pertaining to

         motivation, intelligence, personality, classroom management effective teaching and their

         educational implications

V Identify the types of personality

VI Explain the concept of human needs

VII  Discuss the nature of learning and motivation

VIII Develop skills to understand and identify the individual differences among the students to

        improve their teaching by adopting appropriate strategies

IX Adopt the measures to enhance the creative potentials of themselves as well as of

        their students

READINGS

AIOU (2018) Educational Psychology, Islamabad: AIOU.

Anderson, I.R. (1990). Cognitive psychology and its implication. New York: Freeman Publishing Company.

Dash, B.N. , Dash, N., and Rath, M.P. (2002). A text book of educational psychology. New

         Delhi: Dominant Publishers and Distributors.

Elliet, S. N., Krotchwill, T. R., Littlefield, J. & Travers, J. E. (1999). Educational psychology.

      Singapore: Brown and Benchmark Publishers.

Gage, N.L. (1991).Educational psychology. New Jersey: Houghton Mifflin Co.

Iqbal, M. Z., & Shahid, S. M. (2002). Educational psychology & guidence. Islamabad: AIOU.

Rashid, M. (comp.) (2001). Allied material of educational guidance and counseling. Islamabad:

     AIOU.

Santrock, J. W.(2004). Educational psychology. Boston: McGraw –Hill.

Sprinthall, N.A., and Sprinthall, R.C., and Oja, S.N. (1994). Educational psychology: A

  developmental approach. New York: McGraw Hill Inc

CONTENTS

1. Introduction

1.1. Meaning and nature of psychology

1.2. Meaning and nature of educational psychology

1.3. Educational psychology: Some basic problems to solve simultaneously

1.4. Scope and utility of the study of educational psychology: Teachers, teaching & educational

        psychology

1.5. Methods of educational psychology Conclusion: Teachers, teaching and learners; learning, and

      educational psychology

2. Learning and Instruction

2.1. Educational psychology and teaching

2.2. Objectives for learning

2.3. Mastery learning

2.4. Direct instruction

2.5. Expository learning &teaching

2.6. Constructivist & situated learning

2.7. Inquiry & problem –based learning

2.8. Group work & cooperation in learning

3. Motivation: Theory and Practice

3.1. Concept of motivation.

3.2. Theories of motivation.

3.3. Strategies for motivation

4. Creating Learning Environments

4.1. The ecology of classroom

4.2. Creating a possible learning environment

4.3. Maintaining a good learning environment

4.4. Special programs for classroom management to create a better learning

4.5. Environment

4.6. The need for better communication

4.7. Some guidelines

5. Teaching for Learning (i.e. Effective Teaching)

5.1. Planning for effective teaching

5.2. Teaching large & small groups effectively

5.3. Characteristics of effective teachers

5.4. Matching methods to goals

6. Individual Differences / Variations

6.1. Nature, types causes and measurement of individual differences (Individual differences in

       intelligence, creativity, cognitive and learning styles& students with learning challenges or

       disorders)

6.2. Handling with individual differences in the classroom

7. Intelligence and Personality Theories

7.1. Intelligence: Meaning, nature and theories of intelligence

7.2. Personality: Meaning, nature and theories of personality

8. Complex cognitive processes

8.1. Thinking & understanding: Needs & importance

8.2. Concepts of problem solving: Nature, steps, strategies, factors

8.3. Teaching & learning about thinking

8.4. Teaching for transfer

COURSE SCHEDULE

ASSIGNMENT/ PRESENTATION

Students will prepare and present their work on Educational Psychology to develop an insight among teachers.

The pre-requisites of the Assignment and presentation are knowledge of the concepts as well as library and e-

  resources which have been provided in Campus

Other pre-requisite for Assignment and presentation

1. Each group prepare complete draft of Assignment in M.s Word (heading font size: 14 and other draft font size: 12; Font Times New Roman)
2. For Presentation make slides in M.S Power Point
3. Data must be relevant to Assigned Topic and  must cover relevant theme and also include activities related to topic at least one activity must include
4. Each Individual of group must perform their role in making assignment and in Preparing Presentation
5. Marks will be given according to prepared draft, slides and individuals confidences of presentation (Each member of group present their own part of assignment )
6. The day in which Group present their assignment according to given date they consider host and present all material
7. Before Presentation, Group must checked data from me at last 3 days before presentation so that i finalize and if any correction required then I will suggest you
8. After suggested correction group must share their data (draft and slides in Pdf form) with students one day before presentation
9. At the end of presentation Questioning is necessary from whole class to presentation so listen the other presentation carefully because these assignments include in your final Term paper
10. For further information or any problem you can contact with me. Best of Luck    

ASSESSMENT CRITERIA

Students will give presentation at least minimum for 15 minutes, Total 45 minutes for oral presentation and next 15 minutes for performing activity and after that question answer session will be start. The presentation of class will be evaluated by others teachers also.

Evaluation Performa will be used to evaluate the presentation + Assignment

Evaluation Performa for Oral Presentation

Evaluation Performa for written work (assignment)

The overall evaluation criteria:

Assignment/Presentation          20%

Mid Term exam                          30%

Final paper                                50%

RULES AND REGULATIONS

Attendance:

Student having less than 75% attendance in lectures shall not be allowed to take the final term examination of the course.

Assessment

1. The course teacher will be responsible for students' evaluation and grading as per the following weight-age:

         Assignment /Presentation 20%

        Mid Term exam30%

         Final paper50%

Promotion from the 2nd Semesters to 3rd Semester:

1. A student with Cumulative Grade Point Average (CGPA) of 2.0 and above shall be promoted to the next semester.
2. A student with CGPA 1.70 or more but less than 2.0 may be promoted to the next semester on “Probation”.
3. A student with CGPA less than 1.70 shall be dropped from the semester

                  Time Table