Educational Psychology Assignment

Tentative
Due Date

Educational Psychology Course Outcomes

INTASC Principles and Standards of Effective Practice

Week 3

1. Understand human motivation and behavior and draw from the foundational sciences of psychology, anthropology, and sociology to develop strategies for organizing and supporting individual and group work.

2. Know factors and situations that are likely to promote or diminish intrinsic motivation and how to help students become self-motivated.

3. Understand how participation supports commitment.

4. understand how social groups function and influence people and how people influence groups.

5. Know how to create learning environments that contribute to the self-esteem of all persona and to positive interpersonal relations.

6. Know how to help people work productively and cooperatively with each other in complex social settings

7. Understand the influences of the teacher's behavior on student growth and learning.

8. Recognize the relationship of intrinsic motivation to student lifelong growth and learning.

9. Engage students in individual and group learning activities that help them develop motivation to achieve, by relating lessons to students' personal interests, allowing students to have choices in their learning, and leading students to ask questions and pursue problems that are meaningful to them and the learning.

10. Use different motivational strategies that are likely to encourage continuous development of individual learner abilities.

Week 5

11. Identify and use community resources to foster student learning.

12. Establish productive relationships with parents and guardians in support of student learning and well being.

Week 9

13. Understand that a student's physical, social, emotional, moral and cognitive development influence learning and know how to address these factors when making instructional decisions.

14. Understand developmental progressions of learning and ranges of individual variation within the physical, social, emotional, mora, and cognitive domains; be able to identify levels of readiness in learning; understand how development in any one may affect performance in others.

15. Assess both individual and group performance and design developmentally appropriate instruction that meets the students' needs in the cognitive, social, emotional, moral, and physical domains.

Week 12

16. Know about areas of exceptionality in learning--including learning disabilities, perceptual difficulties, and special physical and mental challenges, gifts, and talents.

17. Understand that all students can and should learn at the highest possible levels and persist in helping all students achieve success.

18. Use a student's strengths as a basis for growth and errors as opportunities for learning.

19. Understand and identify differences in approaches to learning.

20. Identify and design instruction appropriate to a student's stages of development, learning styles, strengths, and needs.

21. Understand the cognitive processes associate with various kinds of learning and how these processes can be stimulated.

22. Nurture the development of student critical thinking, independent problem solving, and performance capabilities.

23. Design teaching strategies and materials to achieve different instructional purposes and to meet student needs including developmental stages, prior knowledge, learning styles, and interests.

24. Use multiple teaching and learning strategies to engage students in active learning opportunities that promote the development of critical thinking, problem solving, and performance capabilities that help students assume responsibility for identifying and using learning resources.

25. Know how to ask questions and stimulate discussion in different way for particular purposes, including probing for learner understanding, helping students articulate their ideas and thinking processes, promoting productive risk taking and problem solving, facilitating factual recall, encouraging convergent and divergent thinking.

26. Nurture the development of student critical thinking, independent problem solving, and performance capabilities.

27. Use effective communication strategies in conveying ideas and information and in asking questions.

28. Understand communication theory, language development, and the role of language in learning.

6.
Summation

29. Understand learning theory, subject matter, curriculum development, and student development; know how to apply this knowledge in planning instruction to meet curriculum goals.

30. Understand how students internalize knowledge, acquire skills, develop thinking behaviors, and how how to use instructional strategies that promote student learning.

31. Use classroom observation, information about students, and research as sources for evaluating the outcomes of teaching and learning.

32. Understand the concept of addressing the needs of the whole learner.

Explanation is present and supported

Explanation is thorough, supported by multiple sources, and justifiable in terms of students' present needs

Explanation is lucid, supported by divergent sources, and justifiable in terms of the present and future developmental needs of a diverse range of students

Scaffolding addresses the developmental needs of some students

Scaffolding meets the developmental needs of many students

Scaffolding meets the present and future developmental needs of a diverse range of students