Simon Fraser University
Engaging the World

Course Outlines

Spring 2018 - EDUC 320 D100

Instructional Psychology (3)

Class Number: 3623

Delivery Method: In Person

Overview

  • Course Times + Location:

    Jan 3 – Apr 10, 2018: Thu, 8:30–11:20 a.m.
    Surrey

  • Prerequisites:

    EDUC 220.

Description

CALENDAR DESCRIPTION:

Examines theories of instruction and research about learning, motivation, individual differences, and social environments as foundations for designing instruction. Topics include: models of cognition; models of motivation and beliefs; metacognition, self-regulated learning, and learning skills; problem solving and transfer; cognitive processing models of instruction in mathematics, science, social studies, reading and composition.

COURSE DETAILS:

This course deals with theories of instruction and research about learning, motivation, individual differences, and social environments as foundations for designing instruction. It examines the psychological and sociocultural perspectives to human learning and instruction. Students learn about models of cognition; motivation and beliefs; metacognition, self-regulated learning, and learning skills; problem solving and transfer; situated cognition; cognitive processing models of instruction in mathematics, science, social studies, reading and composition. Prospective educators and instructional designers would benefit from this course as it helps them to understand the psychological, contextual and technological basis of learning design.

The course involves both individual and collaborative learning activities.

Grading

  • Summary and online discussion of assigned readings 20%
  • Classroom presentation 10%
  • Theory and practice of instructional psychology (Group) paper 35%
  • Evaluation of instructional video 20%
  • Reflection 10%
  • Attendance and class activities 5%

Materials

REQUIRED READING:

Bruning, R., Schraw, G., & Norby, M. (2010). Cognitive psychology and instruction (5th ed). Pearson Merrill Prentice Hall, Upper Saddle River, NJ.
ISBN: 9780132368971

RECOMMENDED READING:

Bransford, J., Brown, A., & Cocking, R. (2000). How people learn: Mind, brain, experience, and school. Washington, DC: National Research Council. (https://www.colorado.edu/MCDB/LearningBiology/readings/How-people-learn.pdf)

Registrar Notes:

SFU’s Academic Integrity web site http://students.sfu.ca/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating.  Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community.  Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS