1

THE OPEN UNIVERSITY OF TANZANIA FACULTY OF EDUCATION DEPARMENT OF PSYCHOLOGY AND SPECIAL EDUCATION COURSE OUTLINE OEP 101: Educational Psychology Course Description The course gives a short history of psychology and educational psychology and explains the major theories of learning and development, with an emphasis on applications of the theories in teaching. Other topics include individual and group differences, instructional systems, motivation, teacher behaviour, classroom management, learning assessment and other applications of psychology to education. The course will be delivered through lecture modules and students activities. Objectives of the Course At the end of the course the student should able to:

Recognize types of learning and in their applications; Interpret and analyze research studies; Identify the various characteristics of students in schools; Give guidance to students on learning; List and identify characteristics of a competent teacher; Demonstrate skills of measuring and evaluating teaching/learning processes.

Learning Outcomes

Meet the prerequisite of OUT degrees in Education; Facilitator of effective classroom learning; Construct and administer of learning assessment instruments; Give consultations on effective learning strategies; Give consultations on effective teaching strategies; Give constructive critiques on Educational psychology studies and articles.

Course Content Topic One: Introduction to Psychology Objectives After learning this topic a student should be able to:

Define psychology Describe the main objectives of psychology Narrate a brief history of psychology Describe the main branches of psychology

2

Sub-topics Definition of Psychology Scientific study of behaviour and mental processes

Main areas of psychology Objectives of psychology

Describe how behaviour Understand the cause of behaviour Predict how will behave in certain conditions Control i.e. influence behaviour

History of Psychology Structuralism Functionalism Behaviourism Gestalts

Branches of Psychology Developmental Psychology Social Psychology Cognitive Psychology School Psychology Experimental Psychology Counseling Psychology

Suggested Readings OUT Study Material: OED 103 General Psychology Introduction to Psychology textbooks General Psychology text books

Topic Two: introduction to Educational Psychology (Definition and History) Objectives After learning this topic a student should be able to:

define Educational Psychology narrate a brief history of Educational Psychology state the main objectives of Educational Psychology

Sub-topics

1. Definition of educational psychology Field in psychology that focuses on understanding teaching and learning in educational setting (Schools and institutions of learning)

2. Objectives (Functions) of educational psychology Understanding the nature and principles of learning. Design strategies for guidance in learning Provide a foundation for methods and specific skills of teaching. Provides the teacher with the skills to identify individual processes and

traits. Train teachers to recognize of external factors in the control of teacher

3

3. History of Educational psychology

Started just before the beginning of 20th century in America William James published a book and gave lectures on the application of

psychology in educating people. John Dewey major figure on practical application of psychology and

viewed a child as an active learner. Edward Thorndike emphasis on scientific approach to learning and use of

assessment and measurements. Behaviorism focused on determining the best conditions for learning. Contribution of other fields and theories

4 Suggested Readings schools-wikipedia.org/wp/e/Educational_psychology. psychology.about.com/od/educationalpsychology/f/...

Topic Three: Research in Educational Psychology Objectives After learning this topic a student should be able to:

Describe and identify the components of laboratory experiments Describe and identify randomized field experiments Describe and identify single-case study. Describe Correlational study. Define descriptive research and action research.

Sub-topics

1. Experimental Research: Controlled Environment (Laboratory) Determine cause-effect relationships Manipulation of one variable 2. Field Trip: Natural Setting 3. Single Case Study: Single individual 4. Correlational study: Determine if relationship between variable exist; if it exist positive

or negative 5. Descriptive Study: Determines the current status of the condition or problem Surveys, questionnaire, interviews, observations 6. Action Research:

4

7. Suggested Readings www.experiencefestival.com/a/Educational_psychology research-education-du.blogspot.com/2008/11/education Santrock, John W. (2004) Educational Psychology 2nd Ed.

Appendix Topic Four: Development of a Child Objectives After learning this topic a student should be able to:

Identify hereditary and environmental factors which underlie learning ability Distinguish between continuous and discontinuous theories of development. Describe the physical, cognitive and psychosocial development of school

children. Identify the diversity in the classroom.

Sub-topics

1. Role of heredity and environment development on individuals learning:

Potentials determine by heredity Influence of environment on heredity; enhancements and determents 2. Continuous and discontinuous theories of development 3. Development of physical development during childhood 4. Cognitive development during childhood Four stages of cognitive development proposed by Piaget Language development 5. Socio-emotional (psychosocial) development during childhood Ericksons psychosocial stages (Early to Adolescent Years) 6. Development of self 7. Suggested Readings

Child Development textbooks Santrock, John W. (2004) Educational Psychology 2nd Ed.

Chapter One and Chapter Two. Elliot, S.; Kratochwill, T.; Cook, J & Travers, J. (2000)

Educational psychology: Effective Teaching, Effective Learning. Read Section One.

Topic Five: Learning Theories in Teaching Objectives After learning this topic a student should be able to:

Explain the Piagets theory.

5

Describe the theory proposed by Vygotsky. Behavioral Theories of Learning Outline the major principles of observational learning. Compare and contrast the different theories of intelligence.

Sub-topics

1. Piagets theory 2. Classical conditioning Pavlov

Unconditioned stimulus, unconditioned response, neutral stimuli, and classically conditioned response

3. Operant conditioning Skinner

Primary reinforcer, secondary reinforcer, positive reinforcer, and negative reinforcer

Premarks principle Four schedules of reinforcement Punishment

4. Social cognitive learning Albert Bandura Modeling 5. Theories of intelligence 6. Suggested Reading

psychology.wikia.com/wiki/Learning_theory_(education) Elliot, S.; Kratochwill, T.; Cook, J & Travers, J. (2000)

Educational psychology: Effective Teaching, Effective Learning. Chapter Six and Chapter Seven

Topic Six: Motivation and Learning Objectives After learning this topic a student should be able to:

Define motivation as it applies to education. Describe Maslow's human needs view of motivation. Describe attribution theory Explain expectancy theory and achievement motivation in school. Explain methods leading to high level of motivation in students.

Sub-topics

1. Definition of motivation Extrinsic and intrinsic motivation Teacher expectations

6

2. Maslows Needs Hierarchy 3. Weiners Attribution Causal Attributions (Locus of control) Mastery Motivation 4. Expectancy theory and achievement motivation in school 5. Strategies for rewarding performance, effort and improvement 6. Suggested Readings

Santrock, John W. (2004) Educational Psychology 2nd Ed. Chapter Nine.

Elliot, S.; Kratochwill, T.; Cook, J & Travers, J. (2000) Educational psychology: Effective Teaching, Effective Learning. Chapter Thirteen

Topic Seven: Attitudes and Culture and School learning Objectives After learning this topic a student should be able to:

Describe attitudes and theories relating to attitude formation Illustrate the relationship between attitude and culture Describe the effects of attitude and culture on school learning

Sub-topics 1. attitude: concepts and definition; and functions 2. Attitude formation Classical conditioning - Instrumental conditioning -Observational learning

3. Attitude change - theories of attitude change 4. Cultural factors cultural values 5. The role of attitudes in learning 6. Suggested Readings Baron, R.; Byrne, D. & Branscombe, N. (2006) Social Psychology (11th Ed)

en.wikipedia.org/wiki/Attitude_(psychology) Chapter Four. Topic Eight: Cognitive Processes in Learning Objectives After learning this topic a student should be able to:

Define and describe sensory register, short-term (working memory) and long-term memory and explain their roles in memory.

Describe information processing and identify factors affect the retaining and forgetting of information.

Distinguish between episodic, semantic and procedural memory.

7

Define "cognitive teaching" and identify strategies teachers can use to make learning relevant to students' prior experience.

Sub-topics

1. Memory: Encoding Storage (SR; STM; LTM) 2. Retrieval: 3. Memory strategies for paired associate learning, serial learning and free

recall learning: 4. Suggested Readings

Santrock, John W. (2004) Educational Psychology 2nd Ed. Chapter Seven.

Elliot, S.; Kratochwill, T.; Cook, J & Travers, J. (2000) Educational psychology: Effective Teaching, Effective Learning. Chapter Eight

Topic Nine: Thinking Skills and Problem Solving Objectives

a. After learning this topic a student should be able to: b. Define and describe thinking, reasoning, critical thinking and decision

making. c. Identify characteristics of creativity d. Outline obstacles and key strategies for problem solving. e. Illustrate how to teach problem solving and critical thinking.

Sub-topics

1 Thinking definition of thinking and reason Blooms Taxonomy Critical thinking Decision making

Creativity i. Problem solving ii. Strategies for problem solving iii. Obstacles for problem solving iv. Developing critical thinking problem solving skills among students v. Suggested Readings Santrock, John W. (2004) Educational Psychology 2nd Ed. Chapter eight.

8

Elliot, S.; Kratochwill, T.; Cook, J & Travers, J. (2000) Educational psychology: Effective Teaching, Effective Learning. Chapter Nine, Eleven.

Topic Ten: Individual Variations and Needs Objectives After learning this topic a student should be able to:

Describe variations in intelligence Identify and compare learning and thinking skills Describe variations in personality and temperament Explain what at-risk students are and describe the prevention programs that serve

students at-risk. Summarize the effectiveness of various individualized instruction programs.

Sub-topics

1. Variations in Intelligence 2. variations in personality and temperament 3. At-risk students

Prevention programmes 4. Individualized Instruction programmes 5. Summary 6. Suggested Readings

i) Santrock, John W. (2004) Educational Psychology 2nd Ed. Chapter Four.

ii) Elliot, S.; Kratochwill, T.; Cook, J & Travers, J. (2000) Educational psychology: Effective Teaching, Effective Learning. Chapter Four.

Topic Eleven: Exceptional Learners Objectives After learning this topic a student should be able to:

Explain what is meant by exceptional students. distinguish the terms handicap and disability, List the characteristics of students with learning disabilities. Describe the teacher's role in dealing with students with disabilities List the characteristics of gifted and talented children. Critically evaluate the concept and practice of inclusion.

Sub-topics

1. Definition of exceptional students Handicap and disability

2. Learning Disability Characteristics of students with learning disabilities Teachers role in dealing with students with learning disability

3. Gifted and talented children Dealing with exceptional and talented students

9

4. Concept and practice of inclusion 5. Suggested Readings

Santrock, John W. (2004) Educational Psychology 2nd Ed. Chapter Five. Elliot, S.; Kratochwill, T.; Cook, J & Travers, J. (2000) Educational psychology: Effective Teaching, Effective Learning. Chapter Six.

Topic Twelve: Teaching Models Objectives After learning this topic a student should be able to:

Describe different models of Teaching Describe Teacher influence on the learner Demonstrate the effectiveness features of a teacher

Sub-topics

1. Learning dimension in relation to teaching models 2. Behavioural systems Direct Instruction

Mastery Learning 3. Information-processing approaches- Inquiry training

Concept attainment Intellectual Development

4. Personal Development Facilitative 5. Teacher influence on the learner 6. Suggested Readings

Santrock, John W. (2004) Educational Psychology 2nd Ed. Chapter Thirteen. Elliot, S.; Kratochwill, T.; Cook, J & Travers, J. (2000) Educational psychology: Effective Teaching, Effective Learning. Chapter Thirteen

Topic Thirteen: Assessment of Learning Objectives: After learning this topic a student should be able to:

Describe the components of instructional objectives. Perform a task analysis on a complex skill of your choice. Identify and apply the six levels of Bloom's taxonomy. Explain the functions of evaluations. Develop a table of specifications for test using. Identify the advantages and disadvantages of true/false, multiple-choice,

completion, matching, essay and problem-solving test items.

10

Sub-topics

a. Instructional objectives b. Task analysis on complex skill c. Application of Blooms taxonomy d. Evaluation e. Table of Specifications for test f. Categories of self made tests g. Suggested Readings

Santrock, John W. (2004) Educational Psychology 2nd Ed. Chapter eleven. Elliot, S.; Kratochwill, T.; Cook, J & Travers, J. (2000) Educational psychology: Effective Teaching, Effective Learning. Chapter Fifteen

Topic Fourteen: Managing Classroom Processes Objectives After learning this topic a student should be able to:

Explain the need to manage classroom effectively. Explain the causes of misbehavior in the classroom and ways to stop it. Summarize guidelines for establishing class rules. Describe effective teacher behaviours Describe strategies of dealing with problem behaviours

Sub-topics

1. Issues on classroom management Crowded Classrooms Classroom Activities Teachers Behaviour

2. Physical environment of the classroom 3. Rule setting and the classroom procedures 4. Causes of misbehaviour in classrooms 5. Controlling classroom

Effective Teachers Behaviour Behaviour modification Making students to cooperate Collaboration with parents

6. Suggested Readings Santrock, John W. (2004) Educational Psychology 2nd Ed. Chapter ten.

11

Elliot, S.; Kratochwill, T.; Cook, J & Travers, J. (2000) Educational psychology: Effective Teaching, Effective Learning. Chapter Fourteen.

COURSE EVALUATION At the end of the course student will be evaluated by:

One timed test - 30%; Self Student Assessment in the Student Progress Portfolio A final/annual exam - 70%.

12

OEP 302: SPECIAL EDUCATION PROVISION AND SERVICES IN TANZANIA COURSE OUTLINE A: COURSE DESCRIPTION Special Education Provision and Services in Tanzania is one of the courses offered to education students in the faculty of education under the department of psychology and special education. The course aims at making students understand the services, provision and plans for the future in special education. B: COURSE OBJECTIVES

To enable students to know and make use of special education services for learners with disabilities in Tanzania.

Enabling students to know and appreciate the type and level of special education provision in Tanzania.

To enable students to know and appreciate services to support special education provision in Tanzania.

C: LEARNING OUTCOMES Student will have developed ability to:

Examine services to be provided to the people with special needs and those with disabilities

Develop positive understanding of the provision and services needed to the people with special needs and those with disabilities,

Develop the ability to identify and plan for the services needed for people with special needs and those with disabilities

Identify and apply appropriate methods in evaluating services provided to people with special needs and those with disabilities

Develop skills to apply in the provisions of services needed to people with special needs and those with disabilities

D: COURSE CONTENT TOPICS/LECTURES

1. Special Education in Tanzania 2. Categories of Individuals with Special needs 3. Identification Process and Services 4. Assessment and Referral Services 5. Placement and Provision System 6. Instructional Strategies 7. Rehabilitation Services 8. At Risk Children and Prevention Services

13

THE OPEN UNIVERSITY OF TANZANIA FACULTY OF EDUCATION

DEPARTMENT OF PSYCHOLOGY AND SPECIAL EDUCATION

OEP 308: INTRODUCTION TO EARLY CHILDHOOD EDUCATION Course Description The early years are very crucial to the intellectual, social, emotional and physical development of children. Any damage done at this age may be difficult if not impossible to rectify in later life. In this regard, an exposure to some topical issues in early childhood education will make it possible for us to appreciate more the contributions of this level of education to the success of the other levels of education. This course is therefore intending to introduce students the basics of Early Childhood Education (ECE). It will equip them with basic knowledge and skills in ECE. Course Aims The aim of the course is to provide understanding and appreciation of the contributions of early childhood education to the individual and the society. It also aims at helping readers to appreciate the need for total support and cooperation in making good quality primary education accessible to all citizens, boys and girls alike, irrespective of their backgrounds. Learning Outcomes

i. Development of the ability to relate ECE and personal, social & national development; ECE and later childrens education

ii. Development of critical minds about child development and learning iii. Development of assessment, management and organisation skills of both

young children and overall early childhood programmes iv. Development of the knowledge and skills required in the process of early

childhood curriculum development Course objectives At the end of the course students should be able to:

Define and explain terms and concept related to ECE Describe the importances of early childhood education Explain developments in ECE Explain philosophical developments in ECE Appreciate the contributions of Philosophers to the development of Early

Childhood Education Explain methods of teaching and Learning in Early Childhood Education Understand management, organisation and assessment skills of ECE Examine the curriculum development process of ECE

14

Course Contents Terms and concepts in ECE (i.e. early childhood, ECE, ECCE, ECD etc.)

i. Meaning of Early Childhood (EC) ii. Meaning of Early Childhood Education (ECE) iii. Meaning of Early Childhood Care and Education (ECCE) iv. Meaning of Early Childhood Development (ECD) v. Types of ECE programmes

The benefits of Early Childhood Education

i. Economical Benefits ii. Social Benefits iii. Academic Benefits

Historical and philosophical foundations of ECE

i. History of ECE in Tanzania ii. Philosophy of Early Childhood Education in Tanzania. iii. Contributions of the great Philosophers to the development of

Early Childhood Education ( John Locke, Montessori, Plato, Piaget, Rousseau, Erickson, Freud etc)

Learning in Early Childhood Education

i. Early Childhood Learning Theories (Montessori, Socratic questioning etc) ii. Other Learning Styles of Children in early years

Methods of Teaching in Early Childhood Education

i. Child Centered Method ii. Questioning Method iii. Group Method iv. Story Telling Method v. Project Method vi. Play Method vii. Demonstration Method viii. Montessori Method

Organisation and Planning in ECE

i. Fundamentals of Organisation in Early Childhood Education ii. Service Provision and Record Keeping in Early Childhood Education iii. Administrative Technique in Early Childhood Education iv. Planning in Early Childhood Education v. Decision making in an Organisation vi. Quality Control in Early Childhood Organisation

15

Management of Early Childhood Education i. Meaning of Administration and Management ii. Management of Early Childhood Education iii. Resources in Early Childhood Education iv. Financing Early Childhood Education

Curriculum in Early Childhood Education

i. Curriculum Concepts ii. Guidelines for ECE Curriculum iii. ECE Curriculum Development Models iv. Similarities and Differences Among ECE Curriculum Development

Models v. The Role of The Teacher in Curriculum Development vi. Early Childhood Curriculum Content and Context

Assessment in Early Childhood Education

i. Definition of Concepts (Test, Assessment and Evaluation) ii. Evaluation in Early Childhood Education iii. Evaluation and Assessment Techniques in ECE

Reading List Amani ECCD (2001). Early Childhood Care and Development in Tanzania: An

analysis of the situation of children 0 -7 years of age in the context of families and communities. Dar es salaam: Amani ECCD.

Berk, L. E. (2005). Infants and children: Prenatal through middle childhood (5th ed.). Toronto: Allyn & Bacon

Evans, J. L. (1994). Childrearing practices and beliefs in Sub-Saharan Africa.ac1cupba.pdf

Evans, J. L., Myers, R. G., & Ilfeld, E. M. (2000). Early Childhood Counts: A programming guide on Early Childhood Care for Development. Washington, DC: The World Bank.

Garcia, M.,Pence, A.R, Evans, J. (2008). Africas' Future, Africa's Challenge: Early Childhood care and development in Sub-Saharan Africa (eds).Washington DC: The World Bank

Hyde, K. (2006, March 27-31). Investing in Early Childhood Development: The Potential Benefits and Cost Savings. Association for the Development of Education in Africa (ADEA). Biennial Meeting, Libreville, Gabon

16

Morrison, J. W. (2001). Early Care and Education in Ghana. Childhood Education. Retrieved February 6, 2006, from http://findarticles.com/p/articles/mi_qa3614/is_200107/ai_n8959424/print

Mwamwenda, T. (1995). Educational psychology: An African perspective (2nd ed.). Durban: Heinemann or Butterworths. Chapter 31, African Childrearing Practices, pp. 373-413.

Myers, R. (2006). Quality in Programs of Early Childhood Care and Education (ECCE). A paper prepared for the 2007 EFA Global Monitoring Report. UNESCO

Myers, R. (2006). Quality in Programs of Early Childhood Care and Education (ECCE). A paper prepared for the 2007 EFA Global Monitoring Report. UNESCO

New, R. S. & Cochran, M. (2007). Early Childhood Education: An International Encyclopedia. Praeger Publisher

UNESCO. (2000). Education For All: The Dakar Framework for Action. Dakar, Senegal. Link http://www.unesco.org/education/efa/ed-for-all/framework.shtml

UNESCO. (2007). EFA Global Monitoring Report: Strong Foundations Early Childhood Care and Education. Paris: UNESCO Publishing.

Yelland, N. (Ed.). (2005). Critical Issues in Early Childhood Education. Glasgow: Bell & Bain.

Yukl, G. (2006). Leadership in organizations (6th ed.). New York: Prentice Hall.

17

Course Code: OEP 301 Issues in Special Education Course Title: Special Needs Education Course Description This course has six modules. The first module is on the concept of special education which addresses the aims of special education and general overview of Special Education in Tanzania. The second module deals with the concepts of individual children and exceptional children. In this regard it addresses matters in relation to educational provision for children who have individual difference and are exceptional. The third module is on Visual Impairment/Disability whereby matters on definition of blindness and low vision will be addressed and identification and assessment of children with such disabilities will be done. Curriculum and teaching adaptation for such chidren will be addressed. The same issues will be addressed for children with hearing disabilities, mental disabilities and othoepaedic disabilities. Course Objectives

To understand the concept, meaning and significance of special education To develop awareness about different types of disabilities/handicaps in children To acquire knowledge and understanding of class-room management for

educating children with special problems/disabilities To develop awareness about different organizations dealing with special

education both governmental and non-governmental To know about the initiatives and constitutional provisions envisaged to deal with

children with special needs for their education and their rehabilitation

Modules Module I: Concept and meaning of special education Aims of Special Education Administration and Organization of Special Education in Tanzanian Context

Module II: Individual Differences and Exceptional children Individual differences: Concept, types of individual differences Determinants of individual differences Educational implications of the psychology of individual differences Concept of exceptional children and Classification of exceptional children Educational Provision for individual differences and Exceptional Children in schools

18

Module III: Visual Impairment/Disability Definition of blindness and low vision.

Identification and assessment.

Curriculum and teaching adaptation; Adaptive devices.

Adaptation evaluation procedures

Tools and techniques

Class room management

Module IV: Hearing Impairment/Disabilities

Definition of deafness and partial hearing

Identification and assessment.

Curriculum and teaching adaptation; Adaptive devices.

Adaptation evaluation procedures.

Tools and techniques,

classroom management

Module V: Mental Retardation/Learning Disabilities.

Definition of mental retardation

Identification and assessment

Curriculum and teaching adaptation

Adaptation evaluation procedures

Tools and techniques

Class room management

Module VI: Orthopaedic Handicap/Disabilities. Definition of orthopaedic handicap

Identification and assessment

Curriculum and teaching adaptation

Adaptive devices, adaptive evaluation procedures

Tools and techniques.

Classroom management

19

Mode of Delivery: 30 lecture hours and 15 seminars Evaluation: 40% Course work and 60% final examinations Reading List Festsco T and McClure, J (2005). Educational Psychology: An Integrated Approach to

Classroom Decisions. Boston: Pearson and AB. Jimenez, T. C and Graf. V.L (2008). Education for all: Critical Issues in the Education of

Children and Youth with Disabilities. San Fransisco: Jossey-Bass. ODonnell, A; Reeve, J and Smith, J.K (2009). Educational Psychology: Reflection for

Action. Danvers: Inc Wiley and Sons. Ormrod, Jeanne. E (2006). Educational Psychology: Developing Learners. New Jersey:

Pearson. Savolainen, H and Kokkala (2000). Meeting Special and Diverse Educational Needs:

Making Inclusive Education a Reality. Helsinki: Ministry for Foreign Affairs, Finland.