Laoag City

SYLLABUS NWU - ACA - 010

Vedasto J. Samonte School of Graduate Studies
Laoag City

COURSE SYLLABUS

Course Code : PA 201 Professor : DR. ANABELLE C. FELIPE

Course Title : Advanced Educational Psychology School Year : 1st trimester 2014-2015
Credit Units : 3 units

I. Course Description

A three-unit course in the doctoral level that focuses on theories, issues and problems relating to the academic learning of students, teaching performance of
teachers, and the effectiveness of schools.

II. General Objectives:

At the end of the course, the students, within the context of the vision/mission of Northwestern University and the Graduate School, will be able to:

1. explain the relation of the theories of educational psychology to the definitions and indicators or criteria of teaching or school effectiveness;
2. describe the thinking process ad the skills involved in it;
3. analyze each of the components of the teaching-learning situation (the learner, the teacher the curriculum, and the environment), and the theories or principles that
explain the contribution of each to effective learning;
4. identify and describe an actual problem in one’s own school relating to learning or teaching effectiveness;
5. demonstrate the applicability of a specific theory of learning in improving learning performance

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III. Content Outline, Specific Objectives, Time Frame, Strategies and Evaluative Criteria

Specific Objectives Content Outline Time Frame Strategies Evaluation Criteria

At the end of the trimester, the 1. Orientation 2 hours Class discussion, planning,
students shall be able to: 1.1 Discussion of syllabus consensus
1.2 Planning of activities
At the end of the trimester, the 2. Educational Psychology Identify indicators of successful
students shall be able to: and Teaching Effectiveness learning and effective teaching
2.1 Themes of educational 6 hours Class discussion from experience and research
1. describe successful psychology
learning, effective teaching, 2.2 Uses of education Brain storming
and an effective school. psychology
Successful learning- When
do we say that student has
learned?
2.3 Effective teaching –
When do we say that a
teacher is effective?
2.4 School effectiveness
criteria
2.5 Components of the Lecture-discussion Cite specific examples of issues
teaching –learning situation: and problems in teaching and
The learner, the teacher, the learning
curriculum, the learning
environment.
2. . identify present issues 2.6 Some issues and Brain storming
and problems relative to problems that hinder
school effectiveness successful learning and
effective teaching.

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3. describe nature of thinking 5. Thinking and Thinking

and its components; Skills 8 hours
3.1 Nature of thinking Reporting
Components of thinking:
3.2.1 Operations:
cognitive, metacognitive Class discussion Give examples to illustrate
3.2.2 Knowledge: thinking skills and strategies
heuristics, knowledge about
knowledge, domain-specific
knowledge
3.2.3 Dispositions
3.3 Thinking skills vs
thinking strategies
3.4 Critical thinking
3.5 Creative thinking
4. identify present issues and 3.6 Some issues and Brain storming Present examples of problems
problems on the problems relative to the experienced regarding
development of thinking development of thinking development of thinking skills
skills; skills.
6. explain the different theories 4. The Learner and His
on the characteristics Characteristics 8 hours Class discussion-sharing of Explain learning theories
(development stage, 4.1 Stage of development: experiences through specific examples
intelligence, learning styles) - Piaget’s theory of cognitive
of the learner development
- Erikson’s theory of
psychological development
4.2 Intelligence
- Gardner’s theory of multiple
intelligences

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- Sternberg’s triarchic theory

4.3 learning styles
- Kolb’s model
- Neil Flemings model
- Fielder and Silverman’s
model
7. discuss how some specific 4.4 Some issues and problems Brainstorming Give a definite example
problems on learner relative to the learner and illustrating the use of one theory
characteristics the learning process. to solve a problem on learner
characteristics

8. Give specific examples of 5. How Students Learn?

the application of the 6 hours Reporting Identify specific leaning theory
theories on development, 5.1 Theories of learning that could be used to remedy
intelligence, and learning - Behaviorist Class Discussion problem raised.
styles. - Social Learning
- Information Processing Giving examples of application
- Constructivist of theories

5.2 Application of the different

theories
9. identify specific strategies 6. The Teacher’s Teaching
to use suited to learner Strategies 8 hours Socialized recitation – Sharing Assess the advantages and
characteristics and needs. of experiences disadvantages of each strategy
6.1 To suit different stages of in meeting varied learner
development characteristics and needs
6.2 To develop varied
intelligences
6.3 To suit different learning

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styles.
10. discuss some issues and 6.4 Some issues and problems
problems relative to relative o the teacher and Brain storming
teaching strategies teaching competence.

11. describe an effective 7. The :earning Environment

learning environment 4 hours Class discussion Explain how the components of
7.1 physical environment the learning environment could
7.2 Social environment (parents, affect learning and teaching
peers) effectiveness
7.3 psychological environment
(school climate)
some issues and problems
relative to the learning
environment Brain storming
7.4 psychological environment
(school climate)
12. discuss some issues and 7.4 Some issues and problems
problems that prevent relative to the learning
attainment of an effective environment
learning environment
12. thoroughly discuss an 8. Improving Learning and/or
existing problem in one’s Teaching Performance in One’s 12 hours Case analysis Orally present an analysis pf a
own school regarding Own School – seeking solutions problem on student performance
teaching effectiveness and to some identified Case presentation and teaching effectiveness
learning success. issues/problems

8.1 Situational analysis

8.2 Identification of the Problem

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8.3 Analysis of alternative

solutions (based on theories
discussed)
8.4 Most suitable and feasible
alternative

IV. Course Requirements

1. Active participation in all discussions, case analyses, brain storming

2. An oral report on one of the units, together with discussion of actual case(s) to illustrate theory
3. Case analysis of an actual problem on teaching ineffectiveness and /or poor learner performance in one’s own school
4. A 15-20 minute presentation of the case analysis
5. Submission of individual term papers on case analysis. Suggested format:
A. Introduction
B. Situational analysis – description of the school or the background of the study as a springboard for identification of problem.
C. Identification and analysis of problem – Thorough analysis of problem using problem identification skills
D. Analysis of possible alternative solutions – Analysis should be both theoretical (based on problems discussed in course) and research-based using decision making
skills
E. Conclusion – The most appropriate and feasible alternative, and why.

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V. References

Steven, R. & Thompson, Charles L. (1995) Educational Psychology for Teachers in Training. Minneapolis St. Paul: West Publishing Company.
Clifford, Margaret M. (1981) Practicing Educational Psychology. Boston: Houghton Mifflin Company.”
Kapunan, Rocio Reyes (1974) Educational Psychology. Manila: Rex Book Store.
Lupdag, Anselmo D. (1984) Educational Psychology, 4th ed. Manila: National Bookstore
Slavin, Robert E. (2006) Educational Psychology Theory and Practice, 8th ed. Boston: Pearson.
Woolfolk, Anita (2006) Educational Psychology, 9th ed. Singapore: Pearson

Prepared by: Reviewed by: Approved by:

ANABELLE C. FELIPE, Ph.D. ELSIE D. PILAR, Ed. D. LORI MARSELI L. DE CASTRO, Ph. D.
Professor Dean, VJSSGS Senior Vice President for Academic

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