Instructor: Sandy Seifert
Wednesday, July 17, 2013 - Friday, August 16, 2013
Meet July 17 & 18 [8:00 a.m. - 4:00 p.m. CST] + remainder of course online with completion being 8/16/2013
Instruction Mode: Combination
Location: Dickinson State University, (Interactive Video), Dickinson, ND
Academic Level: K-12 Professional Development
NDSU Credit Fee: $375
The Educational Psychology course explains the cognitive, linguistic, personal, social, and moral development of individuals as well as individual and group differences. It also describes behaviorist and social cognitive views of learning, intrinsic and extrinsic motivation, and informal and formal assessments.
This course is designed to provide information about how normal children develop and learn, as well as about the teaching process. Our knowledge about how children think, feel, and grow is far from complete, but what we do know can help teachers individualize teaching to meet children’s needs. Familiarity with the strengths and weaknesses of different classroom practices will enable you to make better classroom choices. We will examine the scientific knowledge base of child development and educational psychology, and explore the implications for classroom practice.
A second purpose of the course is to teach different methods for gathering and recording information in the classroom. There are eight lab exercises involving observation and interaction with children of different ages in different settings. These exercises have a dual purpose- to help you understand the theories and concepts presented in class as well as give you practice at gathering and recording information.
• Describe the key principles and theories that guide teachers in their efforts to adapt instruction to students’ cognitive abilities and promote their further cognitive development.
• Explain how students differ from one another in their cognitive and linguistic development, and how teachers can accommodate such differences.
• Explain how self-concept and self-esteem affect the classroom performance of students
• Identify the strategies most likely to promote good relationships among diverse students
• Explain how students’ moral reasoning and behavior change over time, and what teachers can do to promote moral and prosocial development
• Investigate how to incorporate Gardner’s Theory of Multiple Intelligences into your teaching
• Compare and contrast the ways in which students from various cultural and ethnic groups are apt to be alike and different from one another, and identify the implications of these differences for classroom practice.
• Compare and contrast the ways in which males and females are alike and different, and identify what can be done to provide equitable educational opportunities for both genders.
• Define learning, self-efficacy, self-regulation and metacognition and identify the general theoretical perspectives that can be used to describe and explain it.