Spring 2021 - EDUC 220 D100

Introduction to Educational Psychology (3)

Class Number: 3682

Delivery Method: Remote


  • Course Times + Location:

    We, Fr 12:30 PM – 1:20 PM

  • Exam Times + Location:

    Apr 20, 2021
    8:30 AM – 11:30 AM



A survey of educational research and theories concerning motivation, learning, development, and individual differences in classroom settings. May be applied towards the certificate in liberal arts. Breadth-Social Sciences.


This course will be delivered remotely and synchronously.  All students are expected to be online and available during scheduled class times.

Educational psychology is the study of teaching and learning. By the end of this course, you should be able to use the theories and concepts of educational psychology to give well-reasoned responses to questions about how people learn.  We will also attempt to thoughtfully problematize these core theories and concepts, considering their impacts on equity, inclusion, and cultural identity in the classroom.  

A big part of learning educational psychology is learning to speak the language of the discipline. Educational psychologists have developed specific concepts and vocabulary such as “schema” and “zone of proximal development” to identify and examine important features of educational contexts. One big goal of this course is to help you begin to develop fluency in the language of educational psychology.

Fluency in the language of a discipline is about much more than simply memorizing definitions. It also includes being able to to apply the new terms, concepts, and theories to important problems in that discipline. In the case of educational psychology, learning the language will help you to understand the complexities of the classroom and to and make informed decisions about teaching and learning. 

Ideas from educational psychology should also help you consider critically the many important educational challenges our society faces.


Upon completion of this course, students will be familiar with a breadth of concepts that are foundational to educational psychology.  Students will be versed in seminal learning theories (cognitive, behavioral, constructivist) as well as concepts like motivation and moral development. Students will be able to ground their educational arguments and points of view in theoretical frameworks.  Students will be exposed to critical questions that face educators and educational psychologists today about how to best serve diverse student populations.


  • Chapter quizzes 5%
  • Weekly discussion posts / reflections 25%
  • Essay 30%
  • Midterm 20%
  • Final 20%


Given that SFU is in the process of transitioning to online learning, the structure of exams and essay assessments is subject to change. More information about grading will be provided on the first day of class.



Woolfolk, A. E., Winne, P. H., & Perry, N. E. (2020). Educational psychology. Seventh Canadian Edition. Toronto, ON: Pearson Canada.
Print ISBN: 9780134832210, 0134832213
eText ISBN: 9780135330456, 0135330459
E-version is $59.99: https://www.vitalsource.com/en-ca/products/educational-psychology-seventh-canadian-edition-anita-woolfolk-philip-h-v9780135330456?term=9780135330456

Registrar Notes:


SFU’s Academic Integrity web site http://www.sfu.ca/students/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


Teaching at SFU in spring 2021 will be conducted primarily through remote methods. There will be in-person course components in a few exceptional cases where this is fundamental to the educational goals of the course. Such course components will be clearly identified at registration, as will course components that will be “live” (synchronous) vs. at your own pace (asynchronous). Enrollment acknowledges that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes. To ensure you can access all course materials, we recommend you have access to a computer with a microphone and camera, and the internet. In some cases your instructor may use Zoom or other means requiring a camera and microphone to invigilate exams. If proctoring software will be used, this will be confirmed in the first week of class.

Students with hidden or visible disabilities who believe they may need class or exam accommodations, including in the current context of remote learning, are encouraged to register with the SFU Centre for Accessible Learning (caladmin@sfu.ca or 778-782-3112).