Syllabus Educational Psychology (Foundation)

COURSE SYLLABUS
EDU- 5506
Semester V 2019
Educational Psychology (Foundation)
Schedule of Classes: Mon12-1 p.m., Tue 9- Instructor Information: Dr. Azra Fanoos
10a.m., Fri 12-1p.m. Phone: 03463707113
Location: E-mail: [email protected]
Class Cr email: [email protected]
Course Introduction
Educational Psychology course covers the basic concepts, theories, and principles of educational
psychology, learning, motivation, individual differences, intelligence, and assessments. It also
relates how those concepts are applied to classroom teaching. It is essential for teachers to know
about human development and how students learn. Students learn according to their own pace
and ability, therefore, knowledge and identification of diversity in students’ needs, disabilities,
and learning problems are also covered.
Learning Outcomes
At the end of this course, Student Teachers will be able to:

 describe different schools of thought and differentiate between psychology and
educational psychology.
 define learning and explain different theories of learning and their application in the
classroom.
 categorize individual differences based on physical, intellectual, emotional, and socio-
cultural differences.
 analyze the concept and theories of motivation.
 analyze the impact of educational psychology on the processes of teaching and learning.
General Procedures
Communication
Face to face and email will be the main sources to communicate and make important class
announcements and share class resources. Therefore, I will advise each student to have an active
email address, share with me and check it frequently for any information and announcements.
Professionalism
As a part of your preparation for becoming a teacher, you will be expected to act in a
professional manner. This includes:
Attendance and regularity: I expect you to be in the class on time each time. If you have to
miss a class due to emergencies, you should contact me as well as your class fellows to find out
what was missed. You can’t miss or delay an assignment if you were absent.
Come prepared have your notebook and pens available in class.
Participation: Your full participation is expected in the class activities. Participation means fully
contributing to the class activities and discussions both in small group and whole group situations. You
are expected to come to class having read all required readings and to participate in class
discussions.
Respect: You are precious for being our students and our future. To ensure a safe and free
environment for everybody it is necessary that you know your rights and responsibilities. Be
very respectful, courteous, and do not talk while others are talking. You must behave in ethical
manner. Words like please, thank you and excuse me are expected to be used frequently.
Attitude: You should be very careful, curious, flexible, enduring, and meticulous about what
you are doing.
Due Dates for Assignments: I will announce due dates for assignments well in advance in class.
Late work will not be accepted but if you have a problem you can discuss with me in advance.
Unexcused late work penalty is ONE HALF LETTER GRADE (i.e. five points on a hundred-
point scale) will be deducted for EACH DAY the assignment is late.
Writing Policy: All written work must be typed in Times Roman, 12pt double spaced and must
meet the high standards expected of a classroom teacher. Your written work must be of a
professional standard and follow APA style.
Final Exam: It is expected that each of you will be able to demonstrate what you have
accomplished in relation to the course goals through your readings, reflective papers, in-class
activities and out-of-class projects/teaching experiences and present those accomplishments.
Written exam Due Date: ------------------
Grading Policy
Grades will be determined by the following formula:

Total Marks =100
Final Exam= 60
Mid Term= 20
Other (Attendance, Assignments, Presentations) = 20
Course Details
Unit1 Basics of Psychology

Weeks 1-4
1 The nature and scope of psychology
Difference between psychology and educational psychology
2 Seven Schools of Psychology
Structuralism
Functionalism
cognitivism
3 Behaviorism
Humanism
4 Gestaltism
Psychoanalysis
Why do we study educational psychology?
Unit 2 Learning
Weeks 5-9
5 – 6 -7- 8 Introduction to Learning
Learning theories (Piaget, skinner, and Gestalt) and application in the
classroom
Learning theories (Vygotsky and Bandura) and application in the
classroom
9 Learning difficulties (dyslexia and attention deficit hyperactivity
disorder)
Helping children with learning difficulties
Unit3 Individual Differences (Disabilities, Special needs, Intelligence)

Weeks 10 -13
10-11 The concept of diversity and individual differences
An overview of physical, emotional, social, and mental differences
How to deal with individual differences
12 Children with special needs
Physical disabilities, Emotional disturbance, Social and economic,
disadvantages
13 The meaning and concept of intelligence

Multiple intelligences theory (Howard Gardner)
Unit 4 Motivation & Intelligence

Weeks 14-15
14 Definition of motivation
Types of motivation (intrinsic and extrinsic)
Five general approaches to motivation
Self-perception
15 Maslow’s need theory
Implication for educators
Strategies of how to help motivate learners
16 Final Exam
Assignments:
1: Mind Maps of Theories/Theorists

1.1. Mind Maps
Search for information about the theorists (let you know in the class) and summarize each
theory/theorist’s thoughts in a paragraph. Your writing should be 12pt times new roman double
spaced and follow APA guidelines. Subject to plagiarism detections.
1.2. Mind Maps
After reading and watching all the material provided about theories and theorists by the
instructor create a mind map and then use one word, one sentence to succinctly and accurately
summarize the main thoughts of the theory/theorists. At least raise one question about the theory
related to classroom practice. You can create a word style map (see Example #1) or picture style
map (see example#2).
(Example #1) Adopted from https://www.xmind.net/share/cmath021/

(example#2) Adopted from https://www.mindmeister.com/168674945/plato
2: My MI profile
Familiarize yourself with Multiple Intelligence (MI) and then create a profile of your MI using
the MI self-assessment Test provided by the instructor. You have to explain your strengths and
weaknesses you have in the MI test report connecting with your experiences. Finally, you should
reflect on your MI profile guided by the following questions
o What is/are the strength/s in your MI profile?
o What is/are the weakness/es in your MI profile?
o What is your opinion on your MI profile and what are your learning plans based on your
MI profile?
o How can you use MI into teaching in the classroom?
Note: You can use pictures or videos or anything interesting in your MI reflective paper.
Resources:
Learning styles and multiple intelligences. Retrieved Sep1, 2019 from
https://www.youtube.com/watch?v=FVg9n0l0Gf0
Howard Gardner discussed multiple intelligences Retrieved Sep1, 2019 from

https://www.youtube.com/watch?v=8N2pnYne0ZA
3: Reflection on a classroom teaching scenario
Observe a classroom teaching for 20-30 minutes and reflect on the scenario you observed based
on three learning theories (behaviorism, cognitivism, constructivism). Your paper should include
o Description of the scenario
o Your reflection
o 1-2 references from books or articles
o Follow APA style of scholarly writing

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COURSE SYLLABUS

At the end of this course, Student Teachers will be able to:

Written exam Due Date: ------------------

Grades will be determined by the following formula:

Unit1 Basics of Psychology

Unit3 Individual Differences (Disabilities, Special needs, Intelligence)

13 The meaning and concept of intelligence

Unit 4 Motivation & Intelligence

1: Mind Maps of Theories/Theorists

(Example #1) Adopted from https://www.xmind.net/share/cmath021/

Howard Gardner discussed multiple intelligences Retrieved Sep1, 2019 from

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