INTERNATIONAL BURCH UNIVERSITY
Faculty of Education and Humanities
Department of English Language and Literature
2014-2015

SYLLABUS
Code Name Level Year Semester
EDU 296 Educational Psychology Undergraduate 2 Spring
Status Number of ECTS Credits Class Hours Per Week Total Hours Per Semester Language
5 0

Instructor Assistant Coordinator
Senad Bećirović, Assist. Prof. Dr. Senad Bećirović, Assist. Prof. Dr.
[email protected] no email

COURSE OBJECTIVE
Students will be able to:
• name and discuss the major categories of variables that have been studied in educational psychology.
• name and discuss the major components and techniques of classroom planning, management and instruction that have been addressed in the study of the teaching/learning process.
• define learning and compare and contrast the factors that cognitive, behavioral, and humanistic theorists believe influence the learning process.

COURSE CONTENT
Week
Topic
  1. Introductory class
  2. Learning, Teaching, and Educational Psychology
  3. Cognitive Development
  4. The Self, Social, and Moral Development
  5. Learner Differences and Learning Needs
  6. Language Development, Language Diversity, and Immigrant Education
  7. Culture and Diversity
  8. MID-TERM EXAMS
  9. Social Cognitive Views of Learning and Motivation
  10. Motivation in Learning and Teaching
  11. Creating Learning Environments
  12. Teaching Every Student
  13. Classroom Assessment, Grading, and Standardized Testing
  14. Complex Cognitive Processes
  15. Systematization

LABORATORY/PRACTICE PLAN
Week
Topic

    TEACHING/ASSESSMENT
    Description
    • Lectures
    • Practical Sessions
    • Excersises
    • Presentation
    Description (%)
    Method Quantity Percentage (%)
    +Class participation120
    Total: 20
    Learning outcomes
    • • will acquire knowledge of a variety of assessment models and methods that enable them to develop expertise in collecting, analyzing, and interpreting data.
    • • will gain knowledge and skills of a variety of interventions and research methodologies that enable them to develop, implement, and evaluate school-based programs
    • • will acquire knowledge of identity development that facilitates the development of skills to work with a students and families from diverse groups.
    • • will acquire an understanding of the complexity of educational systems and the role school psychologists
    TEXTBOOK(S)
    • Anita Woolfolk, Educational Psychology, Twelfth Edition, Pearson, 2013.

    ECTS (Allocated based on student) WORKLOAD
    Activities Quantity Duration (Hour) Total Work Load
    Lecture (14 weeks x Lecture hours per week) 0
    Laboratory / Practice (14 weeks x Laboratory/Practice hours per week) 0
    Midterm Examination (1 week) 0
    Final Examination(1 week) 0
    Preparation for Midterm Examination 0
    Preparation for Final Examination 0
    Assignment / Homework/ Project 0
    Seminar / Presentation 0
    Total Workload: 0
    ECTS Credit (Total workload/25): 0