Educational Psychology

The central concern of this course is the question, “How do people learn?” For answering that question, a biblical view of human beings, their behavior, and their relationship to learning is the starting point. Through the biblical framework, the major families of learning theory (behaviorism and cognitive psychology) are then examined to determine what things are acceptable and helpful to the Christian teacher. The last part of the course emphasizes the measurement and evaluation of learning. Note: Students who are pursuing teacher certification must take GACE I (or be exempt) and must subscribe to LiveText in order to receive course credit and a grade for this course. The Learning Theory Paper assigned in this course is required to be included in your LiveText portfolio.

Covenant College Teacher Education Program Standards

Learning, Serving, Transforming

The purpose of the teacher education program at Covenant College is to prepare competent and compassionate teachers who practice their profession according to biblical guidelines in diverse educational settings. Candidates develop the knowledge, skills, and dispositions to become teachers who model life-long learning and faithful service to God as change-agents in society.

Teacher Standards

Shared Vision

1. Framework. Apply a biblical worldview to the nature and needs of learners, content and professional knowledge, and instructional competence.

2. Professional Growth. Be an ethical, reflective practitioner who continually evaluates the effects of his/her choices and actions on others and who actively pursues opportunities to grow professionally.

3. Community. Foster relationships with colleagues, parents, and agencies in the larger community to support student learning and well being.

Nature and Needs of Learners

4. Student Development. Utilize knowledge of human learning and development to provide learning opportunities that support students’ physical, intellectual, emotional, social, and spiritual growth.

5. Diversity. Create instructional opportunities that are adapted to the needs of diverse learners, including learning differences related to culture, language, gender and ability.

Content and Professional Knowledge

6. Content. Demonstrate understanding of the central concepts, tools of inquiry, and structures of the discipline(s) he/she teaches and create learning experiences that make these aspects of the subject matter meaningful for students.

7. Technology. Use appropriate technology in the teaching and learning process.

Instructional Competence

8. Planning. Plan instruction based upon knowledge of subject matter, curriculum goals and standards, student differences, and the social and cultural characteristics of the community.

9. Management. Create and maintain a learning environment that encourages responsible care for others, collaborative inquiry, active engagement in learning, and self motivation.

10. Instructional Strategies. Use a variety of instructional strategies to encourage students’ development of critical thinking, problem, solving, and performance skills.

11. Assessment. Understand and use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, emotional, and social development of the student.

12. Communication. Use effective communication to foster active inquiry, collaboration, and supportive interaction in the classroom.

You will access the internet frequently to complete assignments. Your lesson plans will incorporate technology resources. All written work will be composed using computer software. You will create a PowerPoint presentation. You (or a member or your group) will need to know how to operate a video camera.

You will gain experience with teaching methods and strategies, and with subject matter content, that is appropriate for and inclusive of all learners. You will consider commonalities and uniqueness of students being made in the image of God.

Students are expected to be in attendance at all class sessions. Excessive tardies and/or absences will result in loss of Attendance and Participation points. Please contact me via email or phone PRIOR to class if you are unable to attend due to sickness or emergency.

A. An excused absence is granted for sickness or emergency with PRIOR notification of the instructor. Up to three excused absences may be granted without a reduction in grade.

B. An unexcused absence is an absence due to any reason other than sickness or emergency. Each unexcused absence will result in a loss of 50 points in the final grade for the course.

C. A tardy is arriving more than 5 minutes late to class. Excessive tardies may result in a reduction in the final grade for the course.

D. Late assignments will result in a 10% reduction in points for the assignment and an additional 5% reduction per day thereafter.

All papers submitted by education majors must follow the American Psychological Association’s (APA) writing style and format. Non-education majors may follow the style guide recommended for their major’s department.