Educational Psychology Refresher
Course Outline

Course Fee: $80
Course Numbers: EED x701 46777, SED x701 46786
Standard Course Time: 15 hours
Semester Credits: One (1) academic credit at the graduate level (available for an additional fee)
Credit Issued by: Humboldt State University (refer to our Graduate Credit page for credit pricing and details)
Subject Area: Review of Teaching Fundamentals
Author: R. Andrew McColley, CEC, CCE, CWDP

Although this review of teaching fundamentals course is taught as stand alone class, we believe that the best teaching practices involve the seamless integration of all pedagogical practices. This and other courses serve as a review of the most essential teaching components, which, when integrated together, create the backdrop for the larger professional development for practicing teachers.

Introduction/Course Description:

Throughout this course, we will be taking a look at the 'learning' process. We will start with the anatomy of the brain and examine how we process/make decisions, and how those decisions are reflected in our personality traits. We will also explore individual learning styles and identify instructional strategies aimed at each of those styles, types of intelligence's, and teamwork. These lessons will provide the foundation for developing your own classroom teaching strategies.

Course Objectives/Program Outline

This course is broken into major parts called modules. Each module contains content sections. Within each section, we cover one or more of the outlined learning objectives for the module. At the end of each module, there is a quiz. Some modules include a project. The breakdown for modules within this course is as follows:

Module One-Mental Development

Learning Objectives:

  • Identify the different quadrants of the brain.
  • Compare and contrast Maslow's and Glasser's theories.
  • Articulate the differences in the way each person processes information.
  • Analyze Bloom's Taxonomy and the three learning domains.
  • Appreciate the value of an enriched environment.
  • Value the importance of a safe and needs fulfilling learning environment.

Quiz: Multiple-choice questions that pertain to objectives above.

Module Two-Developmental Factors

Learning Objectives:

  • Illustrate the importance of heredity and environment while critiquing the "nature vs. nurture" controversy.
  • Assign distinct attributes of an adolescent: physical changes, the importance of groups, conformity and self-identity and ways to resolve conflict.
  • Examine adulthood in respect to the time of life when one tries to bring everything together into a whole.
  • Differentiate the myths and realities of the similarities and dissimilarities between males and females.
  • Evaluate Piaget's four stages of child development, and differentiate between the three stages of moral development.

Project 1: Values and Beliefs
Quiz: Multiple-choice questions that pertain to objectives above.

Module Three-Personality Types

Learning Objectives:

  • Identify the differences between type A and type B personalities.
  • Appreciate the differences between introverts and extroverts.
  • Recognize the age-old personality types first formalized by Hippocrates.
  • Examine and value the different traits of each personality type.

Project 2: The Jung Typology Test
Quiz: Multiple-choice questions that pertain to objectives above.

Module Four-Learning Styles and Communication

Learning Objectives:

  • Recognize the three different types of learners.
  • Develop materials, activities, and projects that address the various intelligences found in the classroom.
  • Characterize the eight ways of "being smart."
  • Understand how our communication styles affect others.
  • Explain all of the components that make up communication and the art involved in using it effectively.
  • Appreciate and value the importance of clear and concise expectations.

Project 3: Learning Style Survey
Quiz: Multiple-choice questions that pertain to objectives above.

Module Five-Teamwork

Learning Objectives:

  • Explain the social, collaborative, and task dimensions of teamwork.
  • Investigate the steps needed and the stages of development required that teams must prepare for and adapt to the challenges of collective work.
  • Review strategies that experiential learning offers in building social bonds, analyzing problems, and implementing decisions.

Quiz: Multiple-choice questions that pertain to objectives above.

Final Exam

multiple choice questions taken from each module

Final Learning Statement

Learning statements should be in a narrative format – as opposed to an outline format. Depending on individual writing styles Learning statements should be 2-3 pages. The learning statement can vary according to individual style. Your learning statement should answer the broad question of "what did you learn?". To help get you thinking, here are some suggested questions:

  • What are the major concepts of the course that you have learned?
  • What new professional language have you acquired relating to the topic?
  • What teaching techniques for implementing new strategies in the classroom did you come away with?
  • Thinking back to your project reflections, were you surprised at the outcomes?
  • What new resources did you find in the study of the content?
  • As an educator, what new concepts will you now integrate into your teaching?
  • Are there any ideas that presented themselves as enlightening and useful?

--- Sample Course Project ---

Values and Beliefs - Project #1 Overview

One really powerful tool that will help you grow as an instructor is to evaluate your own beliefs and values not only as they pertain to your teaching life, but to your personal and professional lives as well. For this application, though, we will look at just the values and beliefs that are relevant to your life as a teacher.

Belief statements are those values that you hold so sacrosanct that you'd "go to the mat" for them. Without these certain principles operating in your classroom, you would leave teaching. Identifying these values that you hold will help you define your teaching style, in addition to giving purpose to the environment you are trying to build for your students.

Belief statements need to be written in clear and concise language, so that all of your audiences, your students, their parents, your administrators, your advisory committees, and the general public, can understand them. The following are some sample belief statements written by various teachers. Belief statements are so personal, though, that while some of these may fit your intention, you need to customize your own, so that they reflect what you want your constituents to know about you as a teacher and what you believe and value.

Sample Belief Statements
  • All students have the right to a safe, clean, orderly and nurturing learning atmosphere.
  • Students should have the opportunity to develop critical minds and sound bodies, lifelong learning habits and a variety of creative and academic skills to express their ideas, beliefs, experiences and needs.
  • Education is a shared responsibility for all: students, parents, staff, and community.
  • All stakeholders should teach and model responsible behavior, respect, fairness, and honesty.
  • Understanding and appreciation of cultural diversity creates a successful learning environment, facilitates student learning, and strengthens students' self-esteem.
  • Caring, sustained communication among all stakeholders in an educational setting is essential to the success of the organization.
  • It is essential that all parents, especially those for whom English is not their native language, understand all communication from school to home.
  • Schools should be provided with the resources to address the emotional and physical needs, as well as the academic needs of the student.
  • A student's individual potential is independent of race, gender, or socioeconomic status.
For Your Project Reflection Submission

Now it's your turn. For the project for this module, develop a few belief statements that reflect your values in teaching. Spend some time thinking about what you value about yourself as a teacher, your students, your shared environment, etc.

  • What are those values and beliefs that you couldn't teach without?
  • How would you like to present those to your multiple audiences?

Visit the "Module Projects" section located within the Course Dashboard, and take a moment to share your findings by submitting your project reflection.


Humboldt State University Credit Specifics

  • Academic Credit at the Graduate Level through Humboldt State University (HSU) is offered after successful completion of this course.
  • The 700 series semester credit is post-baccalaureate level appropriate for credentialed teachers which do not require admission to a graduate program.
  • 700-level classes are graduate level classes meant specifically for credential purposes, and are appropriate for license renewal or recertification.
  • Courses are letter graded on official transcripts from HSU.
  • HSU is the northernmost and westernmost institution in the 23-campus California State University (CSU) system.
  • HSU is accredited by the Western Association of Schools and Colleges Senior College and University Commission (WSCUC), a regional accrediting agency serving a diverse membership of public and private higher education institutions.

Summer Option

If you are not currently teaching (ie. Summer break, you are a substitute teacher, etc.), each class offers you the ability to complete coursework independent of a classroom assignment.