EDUC Outline

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DIANNE JAMIESON-NOEL

Phone: 291-4548

WEDNESDAY 16:30-18:20

EDB 7618

PREREQUISITE:

EDUC 220

DESCRIPTION

Instructional psychology is a field of research that examines aspects of both teaching and learning. The

following questions will be addressed. a) How do students learn when an instructor tries to guide the

learning process? b) How does motivation develop in instructional settings? c) How do motivation and

learning influence one another? d) How do teachers think about teaching, and how do these ways of

thinking about teaching influence students' learning and motivation?

Students will gain knowledge and skills in this course that contribute to planning, delivering and

evaluating teaching. Furthermore, the course will also emphasize ways to promote desired learning

outcomes. This course extends classical experimental research about cognition and motivation and

brings it into the context of one of our most influential and pervasive institutions, the classroom.

OBJECTIVES

There are three overall main objectives of the course: a) gain knowledge of theories and research-based

findings in instructional psychology, b) obtain skill in reading research articles and reviews of research

and c) develop skills in designing instruction guided and justified by research.

TOPICS

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Models of cognition, motivation, metacognition, self-regulated learning,

• Designing instruction: texts, teaching, tutoring and technologies

• Learning within the subject areas: language, reading, composition, mathematics and science.

EVALUATION

Final grades will be based on a number of criteria. Additional details will be provided the first day of

class.

• Tutorial activities

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EDUC Outline ?

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Term paper(s)

. Final Exam

REQUIRED READINGS

Bruning, R.H., Schraw, G.J., Norby, M.M., & Ronning, R.R. (2004). (4rd Ed.). Cognitive Psychology

and Instruction. Upper Saddle River, NJ: Prentice-Hall. ISBN: 0-13-0947946.

Return to Education's Undergraduate 2004-3 Course Outlines Main Page.

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