EDUCATION 320-3
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    EDUCATIONAL PSYCHOLOGY: LEARNING AND INSTRUCTION
    FALL, 1980
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    Dr. Philip H. Winne
    MPX 9611.
    CAMPUS
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    291-3618
    WHAT IT'S ABOUT:
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    Tuesday
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    i:OO - 7:00
    This course examines contemporary theories of learning and motivation as stepping
    stones to a theory of instruction. ?
    Its goal is to provide students with the
    knowledge and skills to analyze and to create teaching environments that make
    optimum use of principles of learning.
    WHO MIGHT TAKE IT:
    Students interested in a psychological perspective on educational practice will profit
    from this course. Psychology students can use this course to broaden their studies
    to include the instructional setting as a context for research on learning.
    Prospective teachers will gain skills for analyzing and evaluating the psychological
    aspects of teaching from this course.
    Education 220 or its equivalent is a prerequisite. Students with credit for
    Education 421 may not take this course for further credit.
    OUTLINE OF TOPICS:
    A. Theories and instruction
    1. Characteristics of theories of learning and motivation.
    2. Characteristics of a theory of instruction.
    3.
    Joining theory and practice.
    B. Classical (respondent) learning theory.
    1. The model and its principles
    2. Applications to instruction
    C. Operant learning theory
    1.
    The model and basic principles of acquisition (reinforcement, shaping)
    2. Aversion, extinction, generalization, discrimination
    3.
    Instruction and classroom management vi-a operant theory
    D. Social learning theory
    1. The model and basic processes
    2. Expectancy learning and cognitive control
    3.
    Incentives; external, vicarious and self-reinforcement
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    Instructing for concepts and attitudes
    E. Motivation and learning
    1.
    Overview of systems of motivation
    2. Self-perception and attribution theories
    3.
    Approach, avoidance and students' interpretations in instructional settings
    F. Information processing theory
    1.
    The model and basic processes
    2.
    Acquisition - attention, perception and encoding
    3.
    Retrieval - recognition, recall, transfer and failure to retrieve
    4. Instructional applications
    NOTA BENE:
    This course assumes a basic, introductory- level knowledge of theories of learning
    and motivation. ?
    If you feel a bit rusty on these topics, review these chapter(s)
    in an introductory text on educational psychology or chat with me for guidance
    about preparing for the course.
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    Education 320 Educatic
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    Psychology: Theory and Rese ch on Instruction.
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    Text: West, C. K., & Foster, S. F. The psychology of human learning and
    instruction in education. Belmont, Calif.: Wadsworth, 1976.
    Content Outline
    1.
    Introduction to Learning and Instruction
    Planning for instruction: (1) instructional objectives, (2) assessing
    entering capabilities, (3) selecting and organizing appropriate learning
    experiences, (4) guiding the learning process, (5) evaluating outcomes.
    2.
    Major Concepts from Theories of Learning
    Pavlov, Watson, Guthrie, Hull, Thorndike, Skinner, Tolman, Lewin, Bandura,
    Bruner, Ausubel, Hunt, and Gagne.
    3. The Franof Reference: A Cognitive Relativistic View of Behavior and Learning.
    Six components: Concepts, structures, affect, values, needs, and interests.
    4.
    Motivation, Reinforcement, and Imitation,
    5.
    Retention and Transfer in Human Learning.
    Memory and attention.
    6.
    Thinking, Problem Solving, and Creativity
    Plaget and Torrance.
    7.
    Educational Approaches to Individual Differences
    Master learning, programmed instruction, open education
    8.
    Attitude Learning in the Schools
    Moral attitudes and values: Cognitive Development and Social Learning
    9.
    Measurement and Evaluation of Learning
    Formative and suminative evaluation.
    10. Teacher-Influences Learning Variables and Implications for Teaching
    Stages 1-5
    Grading*
    C 1, Attendance & participation.
    2. Achieve 85 points on chapter/lecture quizes. (Each quiz will be
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    10 questions, with one point given for each correct answer.)
    B 1, Complete requirements for a
    2. Do an individual project consisting of (1) an Application paper,
    (2) a diagram, (3) a chapter summary card, (4) a Reaction paper,
    and (5) a class presentation on one of the above. (To be discussed
    more fully in class.)
    A 1. Complete requirements for a "B".
    2. Write a synthesis level paper of a literature review or mini-research
    project (min. 10 pages, typed in CPA format).
    *Since grading will be criterian referenced, the student's work will have
    to achieve a quality set by the instructor.
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