UNIVERSITY OF THE PHILIPPINES College of Education EDFD 211: Psychological Foundations in Education Second Semester SY 2013-14 I.

Course Description Psychological Foundations of Education is a critical study of the educative processes and underlying psychological principles, theories, and methodologies including evaluation and measurement of educational products. It focuses on explanations of human development and how people learn. Theories and research on methods to improve learning and teaching, motivation, personality, and intelligence are included with emphasis on practical applications. Course Objectives: Upon the completion of this course, the student should be able to: A. Explain the essentials of developmental approaches (theories, models, researches) of physical/ motor, cognitive, language, psychosocial, and moral theories; B. Define terms and principles related to teaching, learning, and motivation; C. Integrate the theories with real life examples; D. Discuss current researches in educational psychology; E. Appreciate the importance of educational psychology in enhancing instruction; F. Value insights gained in understanding the complex process of teaching and learning. Course Content A. Introduction (April 8-9) 1) Join the EDFD 211 Group in Facebook 2) Introduce yourselves there and post a picture B. Learners and Learning (April 21) SUBMISSION OF RESEARCH PAPER DRAFT (APRIL 21) References should be journals and theoretical background/ framework should be provided. FINAL RESEARCH TO BE SUBMITTED ON THE DAY OF PRESENTATION Teaching (NCBTS DIMENSIONS) D. Learning Environment (April 28) 1. Improving Attention Span and Focus (Lorraine Joy Pinol and Cherrie Tan) 2. Addressing Poverty in Schools (Jade Gacoscosim and Mary Ann Tejero) E. Diversity of Learners (and Promoting Equity in the Classroom) April 29 and 30 1. Differentiated Instruction in the Philippines (Patrick Esmao and Hyacinth Jose) 2. Student-centered Instruction (Carson Cruz) 3. Mother-tongue Based Multilingual Education (Joanne Reperuga Custodio and Jaylyn Dalan Manglicmot) REFLECTION PAPER NO. 1 DUE ON APRIL 30 F. Special Education Needs, Inclusion, and Diversity (May 5) 1. Inclusive Education in the Philippines (Jonevee Amparo and Fimberly Rose Bajacan Canlas)

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2. Teaching the Arts/ Humanities in Tertiary Level (Focus on Cognitive Approaches to Teaching Arts) Jerome Asuncion and Joy Ilagan G. Curriculum (May 6) 1. Teaching ScientificThinking (Xyra Duque and Laurice Pineda) 2. Grades 11 and 12 Curriculum (Mellujun Maaghop) 3. Affective Approaches to Teaching the Bible/ Religion (Jubal Albolario) REFLECTION PAPER NO. 2 DUE ON MAY 12 2. Fostering High Order Thinking Skills (May 7) a. 21st Century Education in the Philippines (Maymay Ariola and Rasziel Doquenia) b. Meaningful Learning (Eden Pelaez and Sam Tacujan) 3. Motivating Learners (May 12) a. Fostering Initiative in Children (Read on Erik Eriksons Initiative vs. guilt) Roda Rodriguez Macaraig b. Developing Intrinsic Motivation in Students (Kathe Zaraspe Rebonquin and Naomi Mendoza Jemera) H. Planning, Assessing, and Reporting (May 13) 1. Facing Failure in School and Helping Students Avoid It (Lady Angela Rocena) 2. Teaching Students How to Learn: Developing Independent Learning Skills (Yhna Therese Santos and Micah Emunah Yumang) REFLECTION PAPER NO. 3 DUE ON MAY 14 IV. Course Requirements/ Grading System* Regular and punctual attendance** 15% (less .5 per absence, less .25 per tardiness) Class participation/ expert presentation*** 42.5% (see oral presentation rubric) Reflection papers and Review of Literature**** 42.5% (less .5 per week for late submission) * 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. **** All papers done in this class are considered major papers. Do your best in writing them. 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. 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

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 Santrock, J.W. (2009). Educational psychology. New York: Mc Graw-Hill. 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. * Most of these references can be found at the reserved section of the U.P. College of Education

library VI. Instructor Information: Instructor : Email Address : Mobile Phone No. : Consultation Hours : Prof. Lizamarie Campoamor-Olegario lizamarie_olegario@yahoo.com 09228972337, 09278344410 MTW (10-1130am) Other days (by appointment) Office : Educational Foundations Dept 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 assi gnment, 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