PSYC 3130: Educational Psychology for Teachers of Adults
Course Objectives
Last Modified: May 2002
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There are Power Point Presentations available for some of the objectives. Right click
on the "PPT Presentation" and save the file to your harddrive. If you do not
already have the Power Point program, you can download the PowerPoint 97 Viewer.]
Power Point Presentations with Audio are also available for
some objectives.
UNIT #1
1. Define and
differentiate the following terms: [Chap 1, pp. 1-11] [PPT Presentation]
2. Define and contrast descriptive, correlational and experimental studies,
giving examples of how each of these have be used in educational psychology. Define the four basic methods used to collect data in
educational psychology (systematic observation, participant observation, paper/pencil, and
clinical), giving an example of how each has been used in the study of important variables
in educational psychology. In your discussion, define and differentiate the following terms:
fact, concept, principle, hypothesis, theory, and law. How does this
perspective of research fit with the research agenda for adult learning? [Chap. 1, pp. 11-25]
[Caffarella & Merriam, 1999] [PPT Presentation] [Online study
guide: Chap 1]
3. Draw and discuss the significant aspects of the model of the teaching/learning process
presented in class (or discussed in one of the required readings), giving specific
examples of the types of variables considered in educational psychology. Describe
relationships among variables you discuss. [McIlrath & Huitt,
1995] [PPT Presentation #1] [PPT Presentation # 2] [PPT Presentation # 3]
4. Describe the basic issues involved in
adult learning. How are these similar to or different from issues of learning
for children and youth? How do these relate to the development of professional
expertise? [Brookfield, 1995; Imel, 1995; Daley, 1998]
5. Describe some of the important trends
that are presently influencing or are likely to influence the workforce during the next 20
years. Include in your discussion the essential
foundations and competencies needed to work effectively in the information age as
developed by the (U.S. Department of Labor) Secretary's Commission on Achieving Necessary
Skills (SCANS). Discuss Dr. Huitt's critique of the SCANS report in terms of important
attitudes, knowledge, and skills for being successful in the information age? What
evidence would you use to persuade students, parents, educators and community members that
these are indeed important? [Huitt, 1997]
Required readings:
1.
Huitt, W. (1997). The SCANS report revisited. Paper delivered at
the Fifth Annual Gulf South Business and Vocational Education Conference,
Valdosta State University, Valdosta, GA, April 18.
2. McIlrath, D., & Huitt, W. (1995, December). The teaching-learning
process: A discussion of models. Valdosta, GA: Valdosta State University.
3.
Brookfield, S. (1995). Adult learning: An overview. In A. Tuinjman (ed.),
International Encyclopedia of Education. Oxford, Pergamon Press.
4.
Imel, S. (1995). Teaching adults: Is it
different? (Myths and realities). Columbus, OH: ERIC Clearinghouse:
Adult, Career, and Vocational Education.
5.
Caffarella, R., & Merriam, S. (1999). Perspectives on adult
learning: Framing our research. Paper presented at the Annual Adult
Education and Research Conference, Northern Illinois University, May 21-23.
6.
Daley, B. (1998). Novice to expert: How do professionals learn?
Paper presented at the Annual Adult Education and Research Conference, San
Antonio, May 13-15.
UNIT #2 Return to top
1. Describe the basic assumptions and focus of the
behavioral approach to learning. Compare and contrast the four methods used to modify
behavior in operant conditioning (positive
reinforcement, negative reinforcement, punishment, and response cost), giving original
examples of how each can be used in the classroom. Include in your answer a discussion of
the four schedules of reinforcement,
describing the likely response pattern associated with each. Give original examples of how
each can be used in the classroom. [Chap 5, pp. 140-163] [PPT Presentation] [Online study
guide: Chap 5]
UNIT #3 Return to top
1.
Define cognition
and differentiate among the stage, levels-of-processing, parallel distributed processing,
and connectionist models of information processing. Draw and describe a model of the stage approach to information processing
to learning, giving original examples as to how you as teacher could use this theory to
structure the learning process to help students learn better. Be certain to include a
discussion of rote rehearsal versus elaborative rehearsal and declarative, procedural, and
imagery organizations of knowledge; [Chap 6, pp. 173-215] [PPT Presentation -- Overview] [PPT Presentation -- Information Processing] [PPT Presentation -- Stage Model] [PPT Presentation --Using the Theory] [Online study
guide: Chap 6]
2. Name and describe each of the steps in the SQ4R/PQ4R method of studying, giving original examples
of study behaviors for each step. [Chap 6, pp. 203-206] [PPT Presentation]
3. Describe how adult cognition and meaning making are important for adult
learning. [Brookfield, 2000; Kasworm, 1999].
Required readings:
7.
Brookfield, S. (2000). Adult cognition as a dimension of lifelong
learning. In J. Field & M. Leiceister (Eds.), Lifelong learning:
Education across the lifespan. Philadelphia: Falmer Press.
8.
Kasworm, C. (1999). Adult meaning making in the undergraduate
classroom. Paper presented at the Annual Adult Education and Research
Conference, Northern Illinois University, May 21-23.
UNIT #4 Return to top
1.
Name and discuss the principles and objectives of
the humanistic approach to learning and describe
how it might influence teaching. [DeCarvalho, 1991; Pearson
& Podeschi, 1997] [PPT Presentation]
2. Describe the observational learning
and social cognitive theories of learning. How do
these reflect operant conditioning and information processing theories? [163-167]
[Bandura,
1994; Butler & Winne, Imel, 2000] [PPT Presentation]
3. Describe the theory of transformative learning and relate it to the
other learning theories discussed in class.
4. Name and discuss at least 5 principles of learning that most learning theorists
agree on, regardless of their theoretical orientation. Give specific examples of how
these principles could be used in the classroom. [PPT Presentation]
Required reading:
9.
DeCarvalho, R. (1991). The humanistic paradigm in education. The
Humanistic Psychologist, 19(1), 88-104.
10.
Pearson, E., & Podeschi, R. (1997). Humanism and individualism:
Maslow and his critics. Paper presented at the Annual Adult Education and
Research Conference, Stillwater, Oklahoma,May 16-18. Retrieved: March 2002.
[http://www.edst.educ.ubc.ca/aerc/1997/97pearson.htm]
11.
Imel, S. (2000). Contextual learning in adult education. (Practice
Application Brief No. 12). Columbus, OH: ERIC Clearinghouse: Adult, Career, and
Vocational Education.
12.
Bandura, A. (1994). Self-efficacy. In
V.S. Ramachaudran (ed.), Encyclopedia of human behavior, vol. 4, pp. 71-81.
New York: Academic Press. [Reprinted in H. Friedman (Ed.), Encyclopedia
of mental health. San Diego: Academic Press, 1998.]
13.
Butler, D., & Winne, P. (1995). Feedback and self-regulated learning:
A theoretical synthesis. Review of Educational Research, 651(3), 245-281.
14.
Imel, S. (1998). Transformative learning in adulthood. Columbus,
OH: ERIC Clearinghouse on Adult, Career, and Vocational Education. [ED423426]
UNIT #5 Return to top
1. Compare and contrast Carroll's model of school learning and Huitt's model
of the teaching/learning process discussed in Unit #1 (or a corresponding model from one
of the required readings) [Chap 9, p. 291] [PPT
Presentation]
2. Compare and contrast Slavin's
QAIT model of effective classroom practice and the part of Huitt's model that relates
specifically to effective classroom practice. [Chap 9, pp. 291-294] [PPT Presentation] [Online study
guide: Chap 9]
3. Discuss the process of instructional planning and describe why it is an
important teacher behavior. Compare and contrast goals and objectives. Name and define the
six levels in Bloom's Taxonomy for the Cognitive Domain
and write a behavioral objective for each level
according to the standards set forth by Mager. [Chap 13, pp. 453-465] [PPT Presentation--Planning] [PPT Presentation--Objectives] [PPT Presentation--Domains] [Online study
guide: Chap 13]
UNIT #6 Return to top
1. Describe why classroom instruction is an important teacher
behavior. Name and define the specific events of
instruction that would be included in your model of direct instruction and give
an example of a teacher behavior and a student behavior for each event. [Chap 8, pp.
217-251; Rosenshine, 1995] [PPT
Presentation--Overview] [PPT
Presentation--Direct Instruction] [Online study
guide: Chap 8]
2. Define and give
specific examples of the following uses of computers in
education: [Chap 9, pp.307-316] [PPT Presentation] [Online study
guide: Chap 9]
a. drill and practice;
b. tutorial;
c. simulation/role playing;
d. educational games;
e. productivity and utility.
3. Compare and contrast direct instruction and mastery learning. Include in your discussion a
comparison between constructivist learning vs.
direct or explicit teaching, giving specific examples of how these should be considered
when teachers design classroom activities. [Review Chap. 7; Chap. 8, pp. 255-269; Chap 9,
pp. 301-303] [PPT Presentation] [PPT Presentation--Constructivism] [PPT-Constructivism in Spanish] [Online study
guide: Chap 8]
4. Describe the Teaching Perspectives Inventory and
take the inventory (see the URL below). How can you use the learning theories described
above to become a better teacher? Which of the theories fits best with you dominant
perspective(s)? Which theory fits best with Mezirow's and his critics' views of
transformative learning? [Imel, 1998; Pratt & Collins, 2000]
Required reading:
15.
Rosenshine, B. (1995). Advances in research on instruction. The
Journal of Educational Research, 88(5), 262-268.
16.
Pratt, D.D. and Collins, J.B. (2000). The Teaching Perspectives
Inventory: Developing and testing an instrument to assess philosophical
orientations to teaching. Proceedings of the 41st Adult
Education Research Conference, Vancouver, British Columbia, June.
17.
Fardouly, N. (1998). Principles of instructional design and adult
learning: Learner-centered teaching strategies. Sydney: The University of
South Wales.
UNIT #7 Return to top
1.
Describe the importance
of classroom management and its impact on academic learning time. Describe
differences in the approach to classroom management from a behavioral,
cognitive, and humanistic perspective. Name and describe three general
categories of the events of classroom management from a behavioral
perspective, giving examples of specific teacher activities for each category.
[Chap 11, pp. 363-403] [PPT
Presentation] [Online
study guide: Chapter 11]
2.
Define and differentiate active (empathetic) listening responses and assertive
responses, giving an appropriate example of each. [PPT Presentation]
3. Define and discuss academic
learning time, giving specific, original examples of how learning theory can be used
to increase it. [Review 1.3, 5.1, 5.2]
[Randolph & Evertson, 1994] [PPT Presentation]
Required reading:
18.
Randolph, C., & Evertson, C. (1994, Spring). Images of
management for learner-centered classrooms. Action in Teacher Education,
pp. 55-64.
UNIT #8 Return to top
1. Define and differentiate assessment, measurement, and evaluation. Describe
why these tasks are important in the learning process. Define and differentiate reliability and three
types of validity, giving examples of each term. [Chap 13, pp. 465-472; Chap 14, pp.
499-504, 521-523, 530] [Dietal,
Herman & Knuth, 1991; Hummel & Huitt, 1994] [PPT Presentation]
2. Name and describe the major types of assessment generally used in the
classroom (e.g., formative vs. summative; criterion-
vs. norm-referenced; selection vs. supply). How can these be used in the process of
evaluating learning and assigning grades? What
should be implemented to serve assessment of adult learning? [Chap 13, pp. 472-495; Chap. 14, pp. 505-509;
531-533] [Jones,
2000] [PPT Presentation] [Online study
guide: Chap 13]
3. Define and differentiate the following terms,
stating the advantages and disadvantages of each: [Chap 14. pp. 509-523] [PPT
Presentation] [Online study
guide: Chap 14]
4.
Discuss the evaluation of two adult-oriented programs: Defense Systems
Management College and Tech Prep. How are these programs similar to and
different from programs for children and youth? Have they been successful
relative to their program objectives? [Bloomer, 2001; Brown, 1998]
5. Define motivation
and discuss why such a concept is useful when considering the teaching/learning process.
Discuss the difference between external and internal motivation and what teachers can do
to influence students' motivation. [Chap. 10, pp. 325-361] [PPT Presentation] [Online study
guide: Chap 10]
Required Readings:
19.
Dietel, R, Herman, J., & Knuth, R. (1991). What
does research say about assessment? Oak Brook, IL: North Central Regional
Educational Laboratory.
20.
Hummel,
J., & Huitt, W. (1994, February). What you measure is what you get. GaASCD
Newsletter: The Reporter, 10-11.
21.
Jones, D. (2000). Towards a generic approach
to assessment in adult and continuing education. Paper presented at the
Annual Adult Education and Research Conference, University of British
Columbia, June 2-4.
22. Bloomer,
T. (2001). Adult learning at Defense Systems Management College (DSMC).
Ft. Belvoir, VA.
23. Brown,
B. (1998). Tech prep: Is it working? Columbus, OH: ERIC
Clearinghouse: Adult, Career, and Vocational Education.
Return to: | Educational Psychology Interactive | Bill Huitt's Home Page |
Dr. William G. (Bill) Huitt
Dept. of Psychology, Counseling & Guidance
Valdosta State University
Valdosta, GA 31698-0001
Office: (912) 333-5613
FAX: (912) 259-5576
whuitt@.valdosta.edu
Copyright (c) 1995, 1998, 2001 -- Bill Huitt