COURSE OUTLINE

Course ID Course title Credits

Educational Psychology
ANH211DE02 03
Tâm lý Sư phạm

To be applied to Semester – 15.1A, School year: 2015-2016 under Decision No 547/QĐ-BGH

12/6/2015

A. Course Specifications:
Periods Periods in classroom
Total Lecture/ Laboratory/ Self-study Lecture Lab
Activity Fieldwork Fieldwork
periods Seminar Studio periods room room
(1) (2) (3) (4) (5) (6) (7) (8) (9)
45 45 XX XX XX 90 45 XX XX

B. Other related Subjects:

Other related
Course ID Course title
Subjects
Prerequisites:
1. ANH218DE02 Critical Thinking & Writing
…
Co-requisites: N/A
1.
…
Other requirements: N/A
1.
…

C. Course Description:
This course provides theoretical knowledge as well as practical strategies on educational
psychology that prospective teachers will need to become effective instructors. Various theories of
development, teaching, and learning such as human development, cognitive and behavioral
development, learner differences, information processing, and learning environments are
presented with clear examples and illustrations. Upon building up their understanding of these
psychological concepts and principles, the course helps students to make relevant connection
between the theories learnt and typical educational situations they will deal with later in their own
teaching practice.

D. Course Objectives:
Course Objectives
No.
This course aims to:

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 Build up basic understanding of different psychological theories of human development
1.
and learning in terms of definition, significance, and implication;
Provide students with various approaches to organizing the classroom, such as learning
2.
environment, classroom management, and motivation; and
Develop students’ critical thinking and problem-solving skills in dealing with real or
3.
imaginative teaching situations.

E. Learning Outcomes:
Learning Outcomes
No.
Upon successful completion of this course, the student will be able to:
1. Define basic concepts of educational psychology and answer questions related to them;
2. Identify the relationship between those concepts and teaching situations;
Synthesize the acquired knowledge to analyze and solve a practical teaching problem;
3.
and
4 Evaluate an educational situation using a psychological framework.

F. Instructional Modes:
A wide range of instructional modes are designed to promote declarative and procedural
knowledge, student engagement, and collaboration in a supportive learning environment.
Activities which involve teacher-centered transmission models (e.g. lectures) and student-centered
constructivist models (e.g. discussions and task-based activities) will provide a variety of input-
output procedures to reach the target of quality learning.

Generally, each lesson will be conducted in the following ways:

1. Lectures (20% of the time): New concepts and theories are introduced.
2. Discussions or tasks (65% of the time): Discussion questions or tasks are given so as for
students to activate the concepts presented in lectures or reading materials.
3. Commentary (15% of the time): The instructor will give comments on the
opinions/problems presented in group/class discussion or problems found in the tasks.

G. Textbooks and teaching aids:

1. Required Textbooks and Materials:
 Santrock, J.W. (2010). Educational psychology (5th ed.). New York: McGraw-Hill
2. Suggested Course Materials:
 Eloff, I., & Ebersohn, L. (Eds.). (2004). Keys to educational psychology. Cape Town:
UCT Press.
 Larson, J.E.(Ed.). (2009). Educational psychology: cognitive and learning, individual
differences and motivation. New York: Nova Science Publishers Inc.
 Slavin, R. E. (2006). Education psychology: Theory and practice (8th ed.). USA:
Pearson.

3. Website:
www.mhhe.com/santrockep5e
This website is an online learning center which is paired with Santrock (2010). Free
activities from the Student Edition, which are organized by chapter, provide students with
a wealth of resources including flashcards, quizzes, projects, resources.

H. Assessment Methods (Requirements for Completion of the Course):

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1. Description of learning outcomes assessment

Quizzes
5 quizzes given randomly between week 2 and week 12 of the course to check students’
comprehension of basic theories and concepts. The quizzes can include multiple choice
questions or short answers
Task length - Each quiz may last about 15 - 30 minutes.

Issue paper
Task description:
In this assignment students are required to critically explore an educational issue that, according
to them, seems to be problematic in their local educational system. Using the theoretical
background of educational psychology, they explain the problem and suggest solutions.

The paper should be divided into three sections:

1. An introduction which defines the issue
2. An detailed analysis of the issue using relevant literature to explain how/why it is
problematic
3. A conclusion which suggest solutions to the problematic issues (based on educational
psychology theories learnt)

Task length 1,000 words

Assessment Criteria - Evidence of good definition and analysis of the issue (30%)
- Relevance and thoroughness of solution (20%)
- Organization of ideas (20%)
- Language use and appropriateness of reference convention (30%)

Group project
Task description:
This assignment requires students to incorporate the theoretical knowledge learnt in the
Edu Psych course in a real educational context. The project is considered as a mini-
research in which students have chance to explore in depth a topic of their group’s
common interest by first researching relevant literature, and then investigating how that
issue is practiced in the real educational context. The procedure of the project is as
follows

1. Students are required to form groups of 4 during week 1 and choose a project topic .
2. They are scheduled to present their findings on the topic based on their literature
research between week 4 and week 10.
3. They also have to consult with the lecturer on the method they use to find out the issue.
4. The final written report is submitted during the last week of the course

Task length
Assessment Criteria
- Each group has about 30 minutes for presentation and 10 minutes
for questions and answers.
- The group’s final written report is 3,000 words
For the presentation: 40% in which
- Fluency (20%)
- Content (30%)
- Language (20%)
- Delivery skills (15%)
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 - Interaction (15%)
For the written report: 60% in which
- Content (including topic definition, relevant literature review,
method used and result findings): 70%
- Language use and appropriateness of reference convention: 30%

2. Summary of learning outcomes assessment

* For main semester:
Linked to intended Assessment
Components Percentage Schedule
LOs Forms
LO 1 5 quizzes Multiple choice 30% Weeks 2 -
and/or short 14
answer questions
LO 2, LO 3, LO4 Issue paper Essay question (in week 10
place of Mid-term 20%
Test)
LO 2, LO4 Group Project Presentations & Week 15
50%
Written report (in
place of Final
Test)
Total 100%

* For extra semester:

Linked to intended
Components Assessment Forms Percentage Schedule
LOs
LO 1 5 quizzes Multiple choice 30% Weeks 1 - 6
and/or short answer
questions
LO 2, LO 3, LO4 Issue paper Essay question (in week 4
place of Mid-term 20%
Test)
LO 2, LO4 Group Project Presentations & 50% Week 7
Written report (in
place of Final Test)
Total 100%

3. Academic Integrity
Academic integrity is a fundamental value that affects the quality of teaching, learning, and
research at a university. To ensure the maintenance of academic integrity at Hoa Sen
University, students are required to:
 Work independently on individual assignments
Collaborating on individual assignments is considered cheating.
 Avoid plagiarism
Plagiarism is an act of fraud that involves the use of ideas or words of another person
without proper attribution. Students will be accused of plagiarism if they:
i. Copy in their work one or more sentences from another person without proper citation.
ii. Rephrase, paraphrase, or translate another person’s ideas or words without proper
attribution.
iii. Reuse their own assignments, in whole or in part, and submit them for another class.

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  Work responsibly within a working group
In cooperative group assignments, all students are required to stay on task and contribute
equally to the projects. Group reports should clearly state the contribution of each group
member.
Any acts of academic dishonesty will result in a grade of zero for the task at hand and/or
immediate failure of the course, depending on the seriousness of the fraud. Please consult Hoa
Sen University’s Policy on Plagiarism at http://thuvien.hoasen.edu.vn/chinh-sach-phong-
tranh-dao-van. To ensure the maintenance of academic integrity, the university asks that
students report cases of academic dishonesty to the teacher and/or the Dean. The names of
those students will be kept anonymous.
I. Teaching Staff:
Email, Phone number,
No. Professor’s name Office hours Position
Office location
Course
mai.bienthithanh@hoasen.edu.vn
1 Biện Thị Thanh Mai TBA coordinator,
Room A.313 Campus 2
Lecturer
…

J. Outline of Topics to be covered (Learning Schedule):

* For main-semester:

Week/ Topics Required Homework / Assignment

Meeting reading
materials
1/1 - Introduction to course - Course outline - Do exercises on chapter 1 at
requirements - Santrock (ch.1) www.mhhe.com/santrockep5e
- Exploring Educational - Slavin (ch.1)
Psychology
- Effective teaching

Theories of Development
2/2 - Human development - Santrock (ch.2) - Do exercises on chapter 2 at
- Cognitive development : - Slavin (ch.2) www.mhhe.com/santrockep5e
Piaget’s and Vygotsky’s
views
- Language development
3/3 - Social contexts of development: - Santrock (ch.3) - Do exercises on chapter 2 at
families, peers, schools www.mhhe.com/santrockep5e
- Socioemotinal development
Learner Differences
4/4 - Learning and thinking styles - Santrock (ch.4) - Do exercises on chapters
- Culture and Ethnicity - Santrock (ch.5) 4,5,and 6 at
- Educating children who are - Santrock (ch.6) www.mhhe.com/santrockep5e
gifted - Slavin (ch.4)
Theories of Learning
5/5 -What is learning? - Santrock (ch.7) Group presentation
- Behavioral approach to learning - Slavin (ch.5) - Do exercises on chapter 7 at
www.mhhe.com/santrockep5e
6/6 - Applied behavior analysis in - Santrock (ch.7) - Do exercises on chapter 7 at

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 education - Slavin (ch.5) www.mhhe.com/santrockep5e

7/7 Information Processing - Santrock (ch.8) Group presentation

- Information-processing - Slavin (ch. 6) -Do exercises on chapter 8 at
approach www.mhhe.com/santrockep5e
- Attention
- Memory
8/8 Information Processing (cont’d) - Santrock (ch.8) - Do exercises on chapter 8 at
-Expertise -Slavin (ch.6) www.mhhe.com/santrockep5e
-Metacognition Submission of issue paper
Constructivist approaches to instruction
9/9 -Problem-solving - Santrock (ch.9) - Do exercises on chapter 9 at
-Thinking skills - Slavin (ch.8) www.mhhe.com/santrockep5e
10/10 -Social constructivist approach to - Santrock (ch.10) Group presentation
teaching - Slavin (ch.8) - Do exercises on chapter 10 at
-Cooperative learning www.mhhe.com/santrockep5e
11/11 -Structuring small group work - Santrock (ch.10) - Do exercises on chapter 10 at
-Social constructivist program - Slavin (ch.9) www.mhhe.com/santrockep5e
Learning environment
12/12 Motivation -Slavin (ch.10) Group presentation
-What is motivation?
-Some theories of motivation
- Motivation enhancement
-Intrinsic and extrinsic motivation
-Rewarding
13/13 Classroom Management - Santrock (ch.14) Group presentation
- Designing the physical - Slavin (ch.11) - Do exercises on chapter 14 at
environment of the classroom www.mhhe.com/santrockep5e
- Creating the positive
environment for learning
14/14 Classroom Management (cont’d) - Santrock (ch.14)
- Being a good communicator - Slavin (ch.11)
- Dealing with problem
behaviour
15/15 - Group project submission
- Course Reflection

* For extra semester:

Week/ Topics Required Homework / Assignment

Meeting reading
materials
1/1 - Introduction to course - Course outline - Do exercises on chapter 1 at
requirements - Santrock (ch.1) www.mhhe.com/santrockep5e
- Exploring Educational - Slavin (ch.1)
Psychology
- Effective teaching

Theories of Development
1/2 - Human development - Santrock (ch.2) - Do exercises on chapter 2 at

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 - Cognitive - Slavin (ch.2) www.mhhe.com/santrockep5e
development :Piaget’s and
Vygotsky’s views
- Language development
2/3 - Social contexts of - Santrock (ch.3) - Do exercises on chapter 2 at
development: families, peers, www.mhhe.com/santrockep5e
schools
- Socioemotinal development
Learner Differences
2/4 - Learning and thinking styles - Santrock (ch.4) - Do exercises on chapters
- Culture and Ethnicity - Santrock (ch.5) 4,5, and 6 at
- Educating children who are - Santrock (ch.6) www.mhhe.com/santrockep5e
gifted - Slavin (ch.4)
Theories of Learning
3/5 - What is learning? - Santrock (ch.7) Group presentation
- Behavioral approach to - Slavin (ch.5) - Do exercises on chapter 7 at
learning www.mhhe.com/santrockep5e
3/6 - Applied behavior analysis in -Santrock (ch.7) - Do exercises on chapter 7 at
education -Slavin (ch.5) www.mhhe.com/santrockep5e

4/7 Information Processing -Santrock (ch.8) Group presentation

- Information-processing -Slavin (ch. 6) - Do exercises on chapter 8 at
approach www.mhhe.com/santrockep5e
- Attention
- Memory
4/8 Information Processing (cont’d) -Santrock (ch.8) - Do exercises on chapter 8 at
- Expertise -Slavin (ch.6) www.mhhe.com/santrockep5e
- Metacognition Submission of issue paper
Constructivist approaches to instruction
5/9 - Problem-solving - Santrock (ch.9) - Do exercises on chapter 9 at
- Thinking skills - Slavin (ch.8) www.mhhe.com/santrockep5e
5/10 - Social constructivist approach - Santrock (ch.10) Group presentation
to teaching - Slavin (ch.8) - Do exercises on chapter 10
- Cooperative learning at
www.mhhe.com/santrockep5e
6/11 - Structuring small group work - Santrock (ch.10) -Do exercises on chapter 10 at
- Social constructivist program - Slavin (ch.9) www.mhhe.com/santrockep5e
Learning environment
6/12 Motivation - Slavin (ch.10) Group presentation
- What is motivation?
- Some theories of motivation
- Motivation enhancement
- Intrinsic and extrinsic
motivation
- Rewarding
7/13 Classroom Management - Santrock (ch.14) Group presentation
- Designing the physical - Slavin (ch.11) - Do exercises on chapter 14
environment of the classroom at
- Creating the positive www.mhhe.com/santrockep5e
environment for learning
7/14 Classroom Management (cont’d) - Santrock (ch.14)
- Being a good communicator - Slavin (ch.11)

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 - Dealing with problem
behaviour
7/15 - Group project submission
- Course Reflection

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