EDUC 298 Field Experience: Educational Psychology

This is a field-based course that provides the opportunity to apply the theories and methods learned regarding best practices for teaching and learning (EDUC 260). Students will analyze a variety of learner characteristics, learning environment, and instructional techniques that influence academic achievement as is appropriate for age/grade level and professional specialization.

Credits

1

Prerequisite

This course is only available to those students who have successfully completed the equivalent of Educational Psychology at another higher education institution but who have not completed 15 hours of field experience as part of that course (EDUC 260). Additionally, permission of Director of Teacher Education is required in order to enroll in the course

Hours Weekly

1 hour weekly

Course Objectives

1. 1. Describe the psychological theories, concepts, and principles that apply to teaching
   and learning.
2. 2. Appraise how differences in age, mental ability, thinking style, achievement, ethnic
   background, and social class influence classroom learning and instructional planning.
3. 3. Examine how primary language, culture and familial background interact with the
   individual’s academic and social abilities, attitudes, values, and interests.
4. 4. Interpret how the various theoretical interpretations serve as a basis for the
   development of techniques for motivating students in the classroom.
5. 5. Reflect critically on topics related to the teaching-learning process.
6. 6. Explain the relationship of theory to practice in the development of effective teaching
   practices.
7. 7. Assess how instructional practices can effectively respond to each learner’s strengths,
   needs, and capabilities.

Course Objectives

1. 1. Describe the psychological theories, concepts, and principles that apply to teaching
   and learning.
2. 2. Appraise how differences in age, mental ability, thinking style, achievement, ethnic
   background, and social class influence classroom learning and instructional planning.
3. 3. Examine how primary language, culture and familial background interact with the
   individual’s academic and social abilities, attitudes, values, and interests.
4. 4. Interpret how the various theoretical interpretations serve as a basis for the
   development of techniques for motivating students in the classroom.
5. 5. Reflect critically on topics related to the teaching-learning process.
6. 6. Explain the relationship of theory to practice in the development of effective teaching
   practices.
7. 7. Assess how instructional practices can effectively respond to each learner’s strengths,
   needs, and capabilities.