Standard 11

Learning Theory and Educational Psychology

The program provides candidates with opportunities and experiences to display learning theories and factors influencing learning and teaching such as cognition, memory, attention skills, perceptual-sensory processes, emotional state, motivation, organizational skills, gender, cultural differences, and linguistic differences. Candidates know how to evaluate the congruence between instructional strategies and pupil learning assets and deficits.

CI285, Seminar in Advanced Educational Psychology, is the primary course that addresses the factors to consider in Standard 11 and other courses also address particular factors to consider in this standard.

1.  Knowledge about theories of learning:

CI 285 Objectives 1, 2, 3 address the equipment of candidates with knowledge about theories of learning:

Explore previously learned, research-based psychological frameworks important to explaining and planning behavior.
Students have the opportunities to identify psychological principles that operate in human learning.

Students have the opportunities to become more conversant with a variety of psychological theories implicated in development, learning and design/implementation of instruction or intervention.
Assignment: CurriculumA

2.  Understanding the role of parents and other caregivers in the support of pupil learning:

COUN 200: Areas of specific mention or focusinclude:a systems perspective that provides an understanding of family and other systems theories and major models of family and related interventions. Students will be exposed to a rationale for selecting family and other systems theories as appropriate modalities for family assessment and counseling.
Assignment: TechniquesA

COUN 206: Objective 6: Identify the effects of family dynamics, family life cycle events, and socioeconomic factors on development.
Assignment: LifespanR

COUN 240: Objectives

  • provide documentation of competence in collaborative activities, including knowledge of available resources, networking, and negotiation skills, with families, educational and other professionals and paraprofessionals.
  • collect data from families to guide collaboration that will support the academic and social/emotional progress of students.
  • read, discuss, and apply (when applicable) research and policy pertinent to working with families and others in a collaborative process.
  • demonstrate awareness of the various transitional challenges to students with special needs and their families, and knowledge as to how to work sensitively and effectively with them during these periods.
  • clearly communicate assessment information and its implications for general education classroom teachers, parents, and other professionals.
  • develop and demonstrate strategies for forming family partnerships and possess effective communication skills for working with families, including conflict management
  • demonstrate the ability to work knowledgeably, effectively, and sensitively with families whose culture and/or language differs from his or her own.
  • plan and present a meeting for families based on prior needs assessment.

Assignment: ExceptionalA

 3.  Understanding Barriers to learning:

Barriers to learning that arise from pupils’ developmental conditions and environmental context are addressed in the following courses:

COUN 206: Objective 5: Become better acquainted with research literature regarding development and be able to relate to discussions regarding the etiology of normal and dysfunctional behavior.
Assignment: LifespanR

COUN 233:

Requirements The Midterm exam consists of responding to a clinical vignette regarding child abuse in essay format. The professor will provide three clinical vignettes and students will be required to respond to one (out of three) clinical vignettes in a coherent essay. Students will be expected to demonstrate competency with the relevant Child and Play Therapy theories and approaches

Objective 6: Understands family development and the life cycle, sociology of the family, family phenomenology, contemporary families, family wellness, families and culture, aging and family issues, family violence, and related family concerns.

4.  Knowledge about developingpositive, culturally-sensitive learning environment

Candidates have opportunities to understand the importance of cultural sensitivity to learning, academic assessment and achievement in many courses. Special reference to cultural sensitivity is included in the following courses:

COUN 201: Objective 3: Apply counseling/psychological theory and data to cross-cultural communication. The graduate student will identify significant communication and relationship patterns that may impede or enhance the cross-cultural counseling interaction process. These may include nonverbal communication patterns such as proximity, kinesis, para-language, high/low context communications that are culturally conditioned.
Assignment: CulturalA

Coun 202: Objective 10. The student will identify approaches used in working with persons from varied social, ethnic, and cultural diversity groups, including people with disabilities and evaluate attitudes, beliefs, understandings, and acculturative experiences, including specific experiential learning activities designed to foster understanding of self and culturally diverse clients
Assignment:GroupA

Coun 203:

Objectives:

10. The student will identify approaches used in working with persons from varied social, ethnic, and cultural diversity groups, including people with disabilities and evaluate attitudes, beliefs, understandings, and acculturative experiences, including specific experiential learning activities designed to foster understanding of self and culturally diverse clients.

11. The student will identify counselor and consultant characteristics and behaviors that influence helping processes including age, gender, and ethnic differences, verbal and nonverbal behaviors and personal characteristics, orientations, and skills.
Assignment:AsssessmentA

CI 285: Learning theories covered in this course include:

Culturally-based Theories of Learning
Issues of Language
Special Needs Learners

5.  Strategies to help pupil accept responsibility for their own learning

CI 285 Topics include: Motivation and Self-Regulation in Learning, Promoting Positive Character Development in Youth.

6.   Knowledge of the impact of emotions on learning and self-esteem

COUN 203: Objective 3: Describe methods and theories related to the emotional, intellectual, and physical characteristics of typical and atypical students.
Assignment: AsssessmentA

CI 285: Topics discussed include: Emotional Intelligence and Learning

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