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UUM COLLEGE OF ARTS AND SCIENCES UNIVERSITI UTARA MALAYSIA No.     Information on Course

UUM COLLEGE OF ARTS AND SCIENCES UNIVERSITI UTARA MALAYSIA

No.

   

Information on Course

 

1.

 

Course Name :

EDUCATIONAL PSYCHOLOGY APPLICATION

 

2.

 

Course Code:

SGED 4022

 

3.

 

Name(s) of Academic Staff:

 

DR. Fauziah Md Jaafar

4.

 

Rationale for the inclusion of the course in the programme:

 

This core course will expose the students to the concepts and theories in psychology of

learning. The application of theories such as psychology, psychology of learning and psychology of growth and development in teaching and learning.

5.

 

Semester/Year Offered: 1/1

 

6.

 

Total Student Learning Time (SLT)

 

Face to face

 

Online

SLPA

TLT

 

Learning

 

TL = Traditional Lecture

TL

T

P

SCL/O

A

OL

OA

   

T

= Tutorial

               

P

= Practical

SCL/O = Student Centered

Learning/Others

 

A

= Assessment

OL= Online Learning

11

9

8

18

46

OA = Online Assessment

SLPA= Self Learning Preparation and Assessment

TLT = Total Learning Time

7.

 

Credit Value: 2

 
 

1

8.

Pre-requisite (if any):

none

 

9.

Objective(s) of Course :

 

After completing this course, students should be able to:

 

1. know the characteristics of growth and student development as well

 

as the factors that influence it.

 

2. Understand the entire aspects of student behavior in the classroom.

 

3. Find out the various theories of student development in teaching and learning

10.

Course Learning Outcomes:

 

Upon completion of the course, students are able to

 

i. discuss

principles,

characteristics

and

factors

influencing

growth

and

development of human beings. (C2, A2)

 

ii. identify isssues and the behavior of students in terms of physical, mental, social and emotional in the context of the classroom. (C1,A1, P1)

iii. explain and relate knowledge of development concepts and theories to educational issues.(C4, A3)

iv. apply knowledge of psychology theory in teaching and learning and

 

reflect

on the implications. (C5)

 

11.

Transferable Skills:

 

LOD 3- Social Skills and Responsibilities ,

 

LOD6-Problem Solving and Scientific Skills,

LOD7-Information Management and Lifelong Learning Skills

 

12.

Teaching-learning and assessment strategy:

 

Mixed method between teacher-centred and student-centred. For the assessment strategy it is a continuous assessment.

 

13.

Synopsis:

This course exposes for understanding the 21th century learners, student development and psychology of learning. This course also exposes students to the application of theories related to student behaviour in terms of physical, emotion, intellect and social in the classroom context. The application of theories such as psychology, psychology of learning and psychology of growth and development in

2

   

teaching and learning. This course will help students to understand the importance of psychological aspect in the classroom and the school and thus prepare them to be an effective educators.

14.

 

Mode of Delivery:

Traditional Lectures, Practical, Student Centred Learning, Project, Web Tools.

 

15.

 

Assessment Methods and Types:

Coursework 60%

 

- Assignment 1 Problem Solving and writing30%, (Individual)

 

- Assignment 2 Problem Solving and presentation

30%, (Group work)

 

Examination 40% (Final Examination)

 

16.

 

Mapping of the course/module to the Programme Aims

 

Programme Education Objective

   

Course Learning Outcomes

 

1

 

2 3

4

   

1. Apply knowledge and skills which would enable them to work effectively in a range of educational settings;

         

2. Foster informed insights, awareness of interest in and commitment to the aims and values inherent in the theory and practice of education, in various contexts within the educational settings;

   

√ √

     

3. Commit to the raising standard of education and apply problem solving and scientific skills in implementing the curriculum relevant to the needs of the educational settings; and

     

   

4. Demonstrate a capacity for reflection and critical analysis of their own practice, and hence accept, anticipate and accommodate innovation for their own continuing professional development.

     

   

17.

 

Mapping of the course/module to the Programme Learning Outcomes

 

Programme Learning Outcomes

 

Course Learning Outcomes

 

1

 

2

3

 

4

3

PLO 1: Demonstrate the usage of pedagogical content knowledge which would enable them to work
PLO 1: Demonstrate the usage of
pedagogical content knowledge which
would enable them to work effectively in a
range of educational settings
PLO 2: Prepare innovative lesson plans and
apply instructional strategies in their lessons
PLO3 : Prepare innovative lesson plans and
apply instructional strategies in their lessons
PLO4 : Show respect, appreciation and
empathy towards others.
PLO5 : Develop communication and team
skills such as collaborating and networking
to function effectively in professional and
multicultural settings.
PLO6 : Apply creative and critical thinking
skills and problem solving strategies in
dealing with key issues in a variety of
situations.
PLO7 : Incorporate managerial and
entrepreneurial skills suitable for teaching
profession.
PLO8 : Integrate a wide range of resources
and technology in teaching, learning and for
continuous professional self development
PLO9 : Show exemplary leadership in
various educational settings.
18.
Content outline of the course/module and the SLT per topic
Face to Face
Learning
Topics/Weeks
OL
SL
TLT
Outcomes
SCL
TL
T
P
/O
1.0 Introduction to educational psychology
1
1
1
1
3
1.1 Educational Psychology definition
based on the West and Islam
1.2 Characteristics of effective
teachers
2.0
The Theory Of Development
2
1
2
3
8
2.1 Theories of developmental psychology
1, 2
2.2
Issues in the development of human
4
 

2.2

The current issues in education

         

3.0

Theory Of Cognitive Development

         

3.1 Cognitive development theory of Jean Piaget.

2,3

2

1 1

3

7

3.2 Problems in the development of cognitive task performance.

3.3 Application of theory in teaching and learning.

Ausubel's Theory Of Development

 

3.4 Mastery of information through The learning and discovery Reception.

3.5 Application of the Ausubel’s theory in the classroom.

4.0

Theory of cognitive development and sociocultural

2,3

 

1 1

 

2

4.1 Theory of development Gesell, Havighurst, Erikson, Freud.

4.2 Vygotsky’s Sociocultural theory

5.0

Individual Differences

         

5.1

Characteristics of individual

2,3

1

1 1

3

differences

5.2

Implications in teaching and

learning 5.3 The role of teacher facing the individual differences .

6.0Theories Multiple Intelligence Gardner

3

 

2

2

4

 

6.1 Recognise types of intelligence Gardner

6.2 Individual characteristics possessed by intelligence

6.3

Personality and career based on multiple intelligence

7.0

Learning theories of behaviorisme

3,4

1

1 2

3

7

7.1

Classical conditioning

 

5

 

7.2 Operant conditioning

         

7.3 Learning principles of behaviorisme

8.0

Bandura's social cognitive learning theory

3, 4

1

1

1

3

9.0

Cognitive learning theory

3, 4

1

 

2

3

9.1 Information processing model

9.2 Factors that affect memory and Forgetting

       

10.Learning Motivation

4

1

1

1

3

 

10.1 Introduction to the theory of Motivation

10.2 Types of Motivation

10.3 Application the elements of motivation in teaching and learning

 

20

8

18

46

Student Learning & Assessment

 

Online

Online

   

Face to Face

Learning

Assessment

SLPA

TLT

Course Delivery and Preparation

20

8

 

18

46

Coursework

         

60%

2

18

20

Final Examination 40%

         

40%

2

12

14

Total Notional Hours

24

8

 

48

80

Credit Hours

 

2

References:

Lefrancois, G.R.(2000). Psychology for teaching (10 th Ed.). Singapore :

 

Thomson Learning.

 

Ormrod, J.E. (2006). Educational Psychology: Developing Learners. New Jersey: Pearson.

 

Slavin, R.E. (2012). Educational Psychology: Theory and Practice (10 th ed.) New York: Pearson.

6

Tan Ong Seng, Parsons, R., Hinson, S., & Sardo-Brown,D. (2003) . Educational Psychology : a practitioner-researcher approach. Singapore: Seng Lee Press.

Woolfolk, A.E. (2015) Educational Psychology (13 th Ed.). New York: Pearson.

Jurnal:

Journal of Applied Psychology

American Psychologcal Association Journal

7