| Teaching Unit |
Coefficient: 3 Credit: 6
|Level:MasterI|| Weekly time: |
1h30 for the course and 3h00 for TD
- Get students acquainted with major theories in Educational Psychology.
- Develop students’ knowledge of the basic aspects of the learning process in relation to learners as individual variables.
- Raise students’ awareness of some relevant educational concerns within both the Behaviourist and Constructivist Schools.
- Develop students’ knowledge of some effective teaching skills as far as learners’ affectivity and classroom management are concerned.
- Students will get an overview of what educational psychology is about.
- Students can develop knowledge as to how Behaviourist and Constructivist theories can be applied in educational settings.
- Students will gain background knowledge of the role of affect in determining individuals’ learning outcomes.
- Students can be able to determine what classroom management techniques to be used in order to efficiently respond to students’ misbehaviour.
- BROOKS, G. Jacqueline & BROOKS, G. Martin. (1993). “Becoming a Constructivist Teacher”. Retrieved from:http://www-tc.pbs.org/teacherline/courses/inst335/docs/inst335_brooks.pdf
- CHINN, A. Clark. (2011). Educational Psychology: Understanding Students’ Thinking. Rutgers University
- ELLIOTT et. al. (2000). “Educational Psychology: Effective Teaching, Effective Learning”. Retrieved from:http://www.mhhe.com/socscience/education/elliott/
- RICHARDS, J & SCHMIDT, R. (2002). Longman Dictionary ofLanguage Teaching and Applied Linguistics. England: Pearson Education Limited
- SEIFERT, Kelvin & SUTTON, Rosemary. (2009). Educational Psychology. Zurich : Switzerland
- TALIS. (2009). Teaching Practices, Teachers’ Beliefs and Attitudes.
| Part One: Introduction to Educational Psychology 1-Main Definitions 2- Why Educational Psychology? 3- The Joys of Teaching 4- Challenges to Teaching 5- New Trends in Education A- Diversity in Students B- Using Technology to Support Learning C- Accountability in Education D – Increased Professionalism of Teachers |
Part Two: The Learning Process: Perspectives, Basic Theories and Models 1- Teachers’ Perspectives on Learning 2- Major Theories and Models of Learning – Behaviourism – Respondent Conditioning – Respondent Conditioning and Learners – Extinction – Generalization – Discrimination– Constructivism –Psychological Constructivism – Social Constructivism
End of Semester I
| Part Three: Student Psychological Dimension and the Teaching Practice 1- Affect and the Learning Process within an EFL Context a)- Motivation b)- Attitudes c)- Self-Esteem d)- Anxiety e)- Extroversion/ Introversion 2- Affective Teaching Strategies within an EFL Context a)- Affective Modelling b)- Reflection c)- Facilitation d)- Autonomy Enhancement |
Part Four: Classroom Management and the Learning Environment 1 – Why Classroom Management Matters 2 – Preventing Management Problems Arranging Classroom SpaceDisplays and Wall SpaceComputers in the ClassroomVisibility and Interaction with Learners 3 – Responding to Students Misbehaviour Ignoring the MisbehaviourGesturing Nonverbally Natural and Logical ConsequencesConflict Resolution and Problem Solving – Clarifying and focusing: problem ownership – Active, empathetic listening – Assertive discipline and I-messages – Negotiation
4 – Keeping Management Issues in Perspective
End of Semester II
Assessment and Evaluation
|Continuous Assessment 50%||Final Assessment Exam : 50%|