UNIVERSITY OF THE PHILIPPINES

College of Education
EDFD 116: Educational Psychology
First Semester, SY 2016-2017
I.

Course Description
Educational Psychology is a course designed to introduce psychological principles, theories, and
methodologies to issues of teaching and learning in schools. It primarily aims to set forth those facts,
principles, and techniques of educational psychology, which the teacher requires for the specific task of
guiding and directing the development of the students. It attempts to select principles, which can be applied to
the solution of modern educational problems. It offers materials, which will help the teacher to see
professional activities with deeper insight and to carry forward his work with more competence and
satisfaction.

II.

Course Objectives:
Upon the completion of this course, the student should be able to:
A. Define the science of educational psychology;
B. Explain how students learn and apply learning theories to the classroom;
C. Show clear examples of how educational psychology can prepare teachers and other school
professionals to anticipate and appropriately address the academic and social issues in the classroom
environment;
D. Develop teaching skills applicable to a variety of educational settings;
E. Appreciate the role of educational psychology in answering practical problems in education;
F. Value insights gained in understanding the complex process of teaching and learning;

III.
Course Content
Activity
ORIENTATION
Join the facebook group
What is Educational Psychology?
http://ufdcimages.uflib.ufl.edu/AA/00/01/17/36/00001/Seifert_and_Sutton_Educational_Psychology_2E.pdf
REMINDER: START WORKING ON YOUR GROUP REPORT (due on September 20)
What are the Factors the Affect the Learner?
What are the Things to Consider about the Learner?
1. Fundamentals of Growth and Development
2. Physical Development
3. Cognitive Development: Bruner, Piaget, Vygotsky, and Information Processing (General Principles and
Educational Implications)
http://www.edpsycinteractive.org/papers/cogdev.pdf
4. Moral Development: Kohlberg, Gilligan (gender differences), Selmans levels of perspective taking,
Eisenbergs levels of prosocial behavior, and Hoffman (Conditions that Promote Moral Development)
https://www2.warwick.ac.uk/fac/cross_fac/iatl/activities/modules/ugmodules/ethicalbeings/theoretical_approac
h_intro_reading.pdf
5. Psychosocial Development: Erikson (differences of personality), Greenberger and Sorenson, Freud
(psychosexual), Dabrowski (emotional), Sullivan (interpersonal), parenting styles and implications for
teachers, development of self-concept and self-esteem, promoting social development
https://cystinosis.org/images/research/article-library/psychosocial/stages%20of%20development.pdf
http://www.positivedisintegration.com/gifted.pdf
6. Age level characteristics
http://library.med.utah.edu/Patient_Ed/workshop/handouts/age_specific.pdf
What is Learning?
1. Phases of Learning: Acquisition, Retention, and Transfer
http://www.macalester.edu/academics/geology/wirth/learning.pdf
2. Factors that Affect Learning (Harvey Walberg)
3. Domains of Learning: Cognitive, Affective, and Psychomotor
http://www.ucd.ie/t4cms/ucdtla0034.pdf
4. Setting Objectives and Lesson Planning
http://teachingasleadership.org/sites/default/files/Related-Readings/IPD_Ch4_2011.pdf
5. Theories of Learning and Their Application in the Classrooms (Transfer of Learning)
http://www.worldecitizens.net/freestate/resources/fs/LEARNING%20THEORIES.pdf
a. Behavioral Learning Theories
https://ayeshapenuela.files.wordpress.com/2013/06/module-5-behavioral-theories.pdf
b. Cognitive Learning Theories
http://edschool.csueastbay.edu/departments/etleads/Chapter4Cognitive.PDF
Meaningful Learning
https://atlbs1.wikispaces.com/file/view/What+is+meaningful+learning.pdf

Date
Aug
16

Aug
18,
23,
25,
30
Sept
1

Sept
6, 8,
13,
15,
20

c. Humanistic Learning Theories

http://www.sageofasheville.com/pub_downloads/CARL_ROGERS_AND_HUMANISTIC_EDUCATION.pdf *
Teaching for Transfer (or transfer of learning)
http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198809_perkins.pdf
PAPER NO. 1: Lesson plan of own report with complete content of report Due on March 1
GROUP CONSULTATION/ SUBMISSION OF LESSON PLAN WITH COMPLETE CONTENT
An Effective Teacher Manages the Class Well (Group 1 is expected to demonstrate effective classroom
management.
http://www.cengagebrain.com/content/lyons87128_0170187128_02.01_chapter01.pdf
http://www.usc.edu/dept/education/SRC/DOCUMENTS/PDFs/Recursos/classroommgmt.pdf
http://staff.unila.ac.id/junaidi/files/2014/03/classroom-managemen-2.pdf
1. Physical Features of Learning Environment and Effects on Performance and Feelings
http://ilabs.uw.edu/sites/default/files/14Cheryan_etal_Meltzoff_Designing%20Classrooms.pdf
2. Redl and Wattenberg's Positive Influence Techniques
http://ptgmedia.pearsoncmg.com/imprint_downloads/merrill_professional/images/020557856X_ch02.pdf
3. William Glasser's Choice Theory
http://circle.adventist.org/files/jae/en/jae200769033507.pdf
4. Jacob Kounin's Discipline and Lesson Management and Basic Teacher Characteristics
http://www.vanguardschool.ca/resources/finalkouninpresentation.pdf
5. Haim Ginott's Congruent Communication (*)
http://ptgmedia.pearsoncmg.com/imprint_downloads/merrill_professional/images/charlesch8.pdf
6. Rudolph Dreikurs Discipline through Democracy and Mistaken Goals
https://www2.bc.edu/~peck/Dreikurs
An Effective Teacher Knows How to Motivate Students (Group 2 is expected to suggest ways on what can be
done to improve student motivation)
http://www.unco.edu/cebs/psychology/kevinpugh/motivation_project/resources/ames90.pdf
1. Attributions: Perceived Causes of Success and Failure and Conditions that Promote Productive Student
Attributions
https://www.nmu.edu/sites/DrupalEducation/files/UserFiles/Files/PreDrupal/SiteSections/Students/GradPapers/Projects/Arbic_Clare_MP.pdf
2. Self-Determination Theory and Organismic Integration Theory (Extrinsic-Intrinsic Continuum)
https://home.ubalt.edu/tmitch/641/deci_ryan_2000.pdf
3. Goal Setting: Learning Goals vs. Performance Goals; Mastery Orientation vs. Learned Helplessness
http://leeds-faculty.colorado.edu/dahe7472/Sejits%202004.pdf
To motivate students, teachers should foster high order thinking skills
4. Fostering Critical Thinking
http://www.ideas.soe.vt.edu/handouts/Overview%202012.pdf
5. Fostering Creative Thinking
http://unesdoc.unesco.org/images/0022/002276/227680e.pdf
6. Problem Solving (*)
https://www.griffith.edu.au/__data/assets/pdf_file/0008/290717/Problem-solving-skills.pdf
http://www.ergen.gr/files/Creativity_And_Problem_Solving.pdf
An Effective Teacher Utilizes Different Models of Teaching
http://ilib.upd.edu.ph/servlet/template/opac%2CDetails.vm/type/brief/from/search?marcid=82597323
(Group 3 is expected to briefly demonstrate in class how the models are done and identify instructional
situations for which they best suited; emphasis on social family and information processing models)
1. The Social Family: emphasis on cooperative learning (* jigsaw, role-playing, team interview, * graffiti, and/
or think pair share)
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/CLChapter.pdf
2. The Information Processing Family: emphasis on * discovery learning, * inquiry model, memory or
mnemonics model and/ or synectics
http://shodhganga.inflibnet.ac.in/bitstream/10603/22542/12/12_chapter2.pdf.pdf
3. The Personal Family: emphasis on non-directive teaching
http://worldwidejournals.com/gra/file.php?val=April_2013_1366189344_56e88_20.pdf
4. The Behavioral Systems Family: emphasis on direct instruction and/ or mastery learning
http://www.sagepub.com/sites/default/files/upm-binaries/14255_Chapter4.pdf
An Effective Teacher Considers Individual Differences
1. Students with Special Needs (Group 4 is expected to use refer to DSM 5 when discussing the
characteristics of different special needs for identification and referral)
http://www.ablongman.com/html/productinfo/friend4e/contents/0321317742_ch05.pdf
http://inclusive.tki.org.nz/assets/Uploads/InclusiveClassroomTeacherResourceFinal1.pdf
a. cognitive or academic difficulties (focus on intellectual disability and learning disabilities)
http://www.idrs.org.au/pdf/IDRS_%20Introduction_intellectual%20disability_17Feb09.pdf

Sept
22,
27
Sept
29,
Oct 4,
6

Oct
11,
13,
18
RP1
(due
on
Oct
20)

Oct
20.
25,
27

Nov
3, 8,
10
RP2
(due
on
Nov

http://www.bced.gov.bc.ca/specialed/docs/learning_disabilities_guide.pdf
b. social or behavioral (focus on * ADHD and * Conduct Disorder)
http://hsana.org/education/ADD-ADHD%20in%20the%20Classroom.pdf
http://www.responseability.org/__data/assets/pdf_file/0003/4791/Disruptive-and-Conduct-Disorders.pdf
http://www.kidsmentalhealth.ca/documents/EBP_conduct_disorder.pdf
c. physical or sensory challenges (choose one: epilepsy, hearing impairment, visual impairment, orthopedic)
http://www.epilepsynorcal.org/wp-content/uploads/2015/07/Teachers_Role.pdf
http://www.epilepsyscotland.org.uk/pdf/TeachersGuide.pdf
d. advanced cognitive development (to be discussed by Group 6)
(Group 5 is expected to emphasize how a teacher can accommodate individual differences as well as
promote equity)
http://www2.edc.org/WomensEquity/pdffiles/teacherexp.pdf
2. Gender Differences (in scholastic abilities, physical and motor skills, motivation, self-esteem, explanations
for success and failure, expectations and career aspirations, interpersonal relationships)
http://unesdoc.unesco.org/images/0018/001864/186495E.pdf
https://www.irex.org/sites/default/files/Gender%20and%20EducationToolkit%20Jan%202014.pdf
3. Socioeconomic differences
http://www.naeyc.org/files/yc/file/200905/BTJOnOurMinds.pdf
http://theprofessort.com/wp-content/uploads/2012/06/Socio-Economic-Status-v3-Published.pdf
4. An Effective Teacher Knows How to Construct Tests and Evaluate Student Learning (2 presenters here)

15)

Nov
15,
17,
22

http://www.indiana.edu/~best/pdf_docs/better_tests.pdf
6. Alternative/ Authentic Assessment
https://www.itl.usyd.edu.au/assessmentresources/pdf/ltc_assessment_toolkit_authentic_assessment.pdf
http://www.stcoll.edu.jm/Education/PDF/Classroom
%20Assessment/Articles/authentic_assessment_in_the_classroom.pdf
An Effective Teacher Taps Different Types and Levels of Intelligences (Group 6 is expected to discuss the
implications to curriculum and assessment)
1. Emotional Intelligence
http://digitalcommons.ilr.cornell.edu/cgi/viewcontent.cgi?article=1209&context=intl
http://www.free-management-ebooks.com/dldebk-pdf/fme-developing-emotional-intelligence.pdf
2. Multiple Intelligence

http://educationnext.org/files/ednext20043_18.pdf
3. Giftedness
https://www.apa.org/ed/schools/gifted/rethinking-giftedness.pdf
4. Guidance and Counseling
http://pmhp.za.org/wp-content/uploads/2015/01/pmhpbasiccounsellingskills.pdf
5. Parental Involvement
http://bgfl.org/bgfl/custom/files_uploaded/uploaded_resources/18617/Desforges.pdf

Nov
24,
29
Dec 1
RP3
due
on
Dec 8

IV.

Course Requirements/ Grading System*

The following requirements will have equal weights.
A. Regular and punctual attendance** (less .5 per absence, less .25 per tardiness)
B. Class participation
C. Expert presentation*** (see oral presentation rubric)
D. Draft of research paper on assigned topic
E. Final/ Revised research paper
F. Draft of lesson plan
G. Final/ Revised lesson plan
H. Reflection paper no. 1
I. Reflection paper no. 2
J. Reflection paper no. 3
* A grade of Inc. is only given to student who has a passing class standing, but fails to take the final
examination or complete the requirement due to illness or valid reason. Otherwise, the student gets a
grade of 5.
** 3 tardiness is equal to 1 absence; coming in late for more than 25 minutes is considered absence.
When the number of absences exceeds 6 meetings, then the student will be advised to drop the course.
*** In the expert presentation, your group is expected to lead the discussion of a topic of your choice.
Start working on this project as soon as the topic is assigned to you.
Time: maximum of 4.5 hours overall per group (45 mins per person)
You may use any audio/ visual material that you think will be useful and effective.
**** All papers done in this class are considered major papers. Do your best in writing them.

V.

References
Eggen, P. & Kauchak, D. (2010). Educational psychology: windows on classrooms. Prentice Hall.
Jensen, E. (2006). Enriching the brain: how to maximize every learners potential.

VI.

Mangal, S.K. (2007). Essentials of educational psychology. Prentice Hall of India.

Mayer, R.E. (2008). Learning and Instruction. Merril Prentice Hall.
ODonnell, A.M. (2007). Educational psychology: reflection for action.
Omrod, J.E. (2006). Educational psychology: Developing learners Upper Saddle River, NJL Merril
Santrock, J.W. (2011). Educational psychology. New York: Mc Graw-Hill.
http://www.ipb.ac.rw/books/1410447694.pdf
Slavin, R.E. (2009). Educational psychology: Theory and practice. Boston: Allyn and Bacon.
Sternberg, R.J. (2010). Educational psychology. Allyn and Bacon.
Taking sides: clashing views in educational psychology. McGraw-Hill Higher Education: 2008
Willems, P.P. (2006). Educational psychology casebook. Allyn and Bacon.
Woolfolk, A.E. (2010). Educational Psychology. Boston: Allyn and Bacon.

Instructor Information:
Instructor
:
Prof. Lizamarie Campoamor-Olegario
Email Address
:
lizamarie_olegario@yahoo.com
Mobile Phone No.
:
09228972337, 3461685
Consultation Hours
:
TTh (8:30-10am; 1-2:30pm)
Other days (by appointment)
Office
:
EDFD Area, UP College of Education
* Any student in need of special accommodation should consult with the instructor

Academic Dishonesty Definitions

Activities, that have the effect or intention of interfering with education, pursuit of knowledge, or fair evaluation of a
students performance are prohibited. Examples of such activities include but are not limited to the following
definitions:
A. Cheating: using or attempting to use unauthorized assistance, material, or study aids in examinations or other
academic work or preventing, or attempting to prevent, another from using authorized assistance, material, or study
aids. Example: using a cheat sheet in a quiz or exam, altering a graded exam and resubmitting it for a better grade,
etc.
B. Plagiarism: using the ideas, data, or language of another without specific or proper acknowledgment. Example:
copying another persons paper, article, or computer work and submitting it for an assignment, cloning someone elses
ideas without attribution, failing to use quotation marks where appropriate, etc.
C. Fabrication: submitting contrived or altered information in any academic exercise. Example: making up data for an
experiment, fudging data, citing nonexistent articles, contriving sources, etc.
D. Multiple submission: submitting, without prior permission, any work submitted to fulfill another academic
requirement.
E. Misrepresentation of academic records: misrepresenting or tampering with or attempting to tamper with any portion
of a students transcripts or academic record, either before or after coming to the University of Pennsylvania. Example:
forging a change of grade slip, tampering with computer records, falsifying academic information on ones resume, etc.
F. Facilitating academic dishonesty: knowingly helping or attempting to help another violate any provision of the Code.
Example: working together on a take-home exam, etc.
G. Unfair advantage: attempting to gain unauthorized advantage over fellow students in an academic exercise.
Example: gaining or providing unauthorized access to examination materials, obstructing or interfering with another
students efforts in an academic exercise, lying about a need for an extension for an exam or paper, continuing to write
even when time is up during an exam, destroying or keeping library materials for ones own use., etc.
* If a student is unsure whether his action(s) constitute a violation of the Code of Academic Integrity, then it is that
students responsibility to consult with the instructor to clarify any ambiguities. (Source: Office of the Provost, 1996) http://www.vpul.upenn.edu/osl/acadint.html