Educational Psychology

Educators learn about student diversity, special needs, student motivation to help students achieve success.

Educational Psychology for Educators covers an extensive range of topics including learning process, students development, diversity & motivation; class room management and communication; problem solving and creative thinking strategies and tools.

This course is focusing on achieving the following learning outcomes by using text book self-study, assignments, discussion group engagement and the final exam.

Module 1: The Changing Teaching Profession and You

  • Introduction
  • The joys of teaching
  • Are there also challenges to teaching?
  • Teaching is different from in the past
  • How educational psychology can help
  • Chapter Summary

Module 2: The Learning Process

  • Introduction
  • Teachers’ perspectives on learning
  • Major theories and models of learning
  • Chapter Summary

Module 3: Student Development

  • Introduction
  • Why Development Matters
  • Physical Development During the School Years
  • Cognitive Development: The Theory of Jean Piaget
  • Social development: relationships,personal motives, and morality
  • Moral development: forming a sense of rights and responsibilities
  • Understanding “the typical student” versus understanding students
  • Chapter Summary

Module 4: Student Diversity

  • Introduction
  • Individual styles of learning and thinking
  • Multiple intelligences
  • Gifted and talented students
  • Gender differences in the classroom
  • Differences in cultural expectations and styles
  • Oppositional cultural identity
  • Accommodating cultural diversity in practice
  • Chapter Summary

Module 5: Students with Special Educational Needs

  • Introduction
  • Growing support for people with disabilities: legislation and its effects
  • Responsibilities of teachers for students with disabilities
  • Categories of disabilities—and their ambiguities
  • Learning disabilities
  • Attention deficit hyperactivity disorder
  • Intellectual disabilities
  • Behavioral disorders
  • Physical disabilities and sensory impairments
  • The Value of Including Students with Special Needs
  • Chapter Summary

Module 6: Student Motivation

  • Introduction
  • Motives as behavior
  • Motives as goals
  • Motives as interests
  • Motives related to attributions
  • Motivation as self-efficacy
  • Motivation as self-determination
  • Expectancy x value: effects on students’ motivation
  • TARGET: a model for integrating ideas about motivation
  • Chapter Summary

Module 7: Classroom Management and the Learning Environment

  • Introduction
  • Why classroom management matters
  • Preventing management problems by focusing students on learning
  • Responding to student misbehavior
  • Keeping management issues in perspective
  • Chapter Summary

Module 8: The Nature of Classroom Communication

  • Introduction
  • Communication in classrooms vs communication elsewhere
  • Effective verbal communication
  • Effective nonverbal communication
  • Structures of participation: effects on communication
  • Communication styles in the classroom
  • Using classroom talk to stimulate students’ thinking
  • The bottom line: messages sent, messages reconstructed
  • Chapter Summary

Module 9: Facilitating Complex Thinking

  • Introduction
  • Critical thinking
  • Creative thinking
  • Problem-solving
  • Broad instructional strategies that stimulate complex thinking
  • Inquiry learning
  • Cooperative learning
  • Instructional strategies: an abundance of choices
  • Chapter Summary

Module 10: Planning Instruction

  • Introduction
  • Selecting general learning goals
  • Formulating learning objectives
  • Differentiated instruction and response to intervention
  • Students as a source of instructional goals
  • Enhancing student learning through a variety of resources
  • Creating bridges among curriculum goals and students’ prior experiences
  • Planning for instruction as well as for learning
  • Chapter Summary

Module 11: Teacher-Made Assessment Strategies

  • Introduction
  • Basic concepts
  • Assessment for learning: an overview of the process
  • Selecting appropriate assessment techniques I: high quality assessments
  • Selecting appropriate assessment techniques II: types of teacher-made assessments
  • Teachers’ purposes and beliefs
  • Providing feedback
  • Communication with parents and guardians
  • Action research: studying yourself and your students
  • Grading and reporting
  • Chapter Summary

Module 12: Standardized and Other Formal Assessments

  • Introduction
  • Basic concepts
  • High-stakes testing by states
  • International testing
  • International comparisons
  • Understanding test results
  • Issues with standardized tests
  • Chapter Summary

The content, assignments, assessments and exams have been designed to achieve the course learning outcomes.

This course is based on Educational Psychology by Kelvin Seifert and Rosemary Sutton and has been provided by Lumen Learning (License CC BY Attribution).

Admission Requirements

This course is open to all Integrated Master’s Degree students.

Degree Credits

By completing this course students will earn 5 ECTS study credits which can be applied towards the B.A. Degree.

Accreditations & Certificates

A course certificate of attendance will be provided.

Tuition & Financial Aid

Contact us for a detailed overview of the course tuition including potential credits, financial aid and sponsorship options.

+21 enrolled
Not Enrolled

Course Includes

  • 14 Lessons
  • Course Certificate