COURSE COMPETENCIES AS SPECIFIED BY WISCONSIN TECHNICAL COLLEGE SYSTEM
Course #53 - Educational Psychology
Course Competencies Unit A.---Theories of Learning
A-1. Analyze learning theories
Performance Standards
You will demonstrate your competence:
• in a classroom discussion
• in a written report
Your performance will be successful when:
• analysis compares behavioral, humanistic, cognitive, and constructivist theories
• analysis accurately describes characteristics of behavioral, humanistic, cognitive, and constructivist theories
• analysis accurately describes differences and similarities
A-2. Apply learning theories to your practice
Performance Standards
You will demonstrate your competence:
• in a class discussion
• in a written report
Your performance will be successful when:
• participant selects a theory or a combination of theories to apply
• participant presents a rationale for selection
• rationale shows how selected theory or theories align with participant's philosophy of learning
• rationale accurately describes implications for participant's practice
Unit B.---Models of Learning
B-1. Analyze models of learning
Performance Standards
You will demonstrate your competence:
• in a classroom discussion
• in a written report
Your performance will be successful when:
• analysis accurately identifies the characteristics of learning styles
• analysis accurately identifies the characteristics of multiple intelligences
• analysis accurately identifies the characteristics of at least one additional model: dimensions of learning, accelerated learning, emotional intelligence, collaborative learning, experimental education, etc.
• analysis identifies the similarities and differences among models
B-2. Apply a model of learning to your teaching practice
Performance Standards
You will demonstrate your competence:
• in a classroom demonstration
• in a written report
Your performance will be successful when:
• participant selects a model to apply
• participant presents or describes a learning activity that uses selected model
• presentation or description accurately demonstrates the characteristics of the selected model
• presentation or description illustrates how the model would guide selection of learning activities, performance assessments, and learning materials
• presentation or description shows how the model affects teacher/learner interaction
Unit C.---Strategies for Promoting Motivation and Higher Level Thinking
C-1. Develop strategies to meet the developmental needs of adult learners
Performance Standards
You will demonstrate your competence:
• in a classroom discussion
• in a small group project
• in a written report
Your performance will be successful when:
• participant selects a situation from personal practice to apply strategies
• strategies address developmental needs of two or more learners at different developmental stages
• strategies include techniques for adapting examples, projects, assignments, physical setting, learning materials, learning activities, etc. to accommodate learners' developmental needs
C-2. Develop strategies for encouraging learners to use higher-level thinking skills
Performance Standards
You will demonstrate your competence:
• in a classroom discussion
• in a written report
• in a small group project
Your performance will be successful when:
• participant selects a situation from professional practice to apply strategies
• strategies encourage learners to use critical thinking (reflective reasoning, interactive questioning, metacognition)
• strategies encourage learners to use problem solving
• strategies encourage learners to use goal setting
• strategies encourage learners to use self-assessment
C-3. Develop strategies to promote learner motivation
Performance Standards
You will demonstrate your competence:
• in a classroom discussion
• in a written report
• in a small group project
Your performance will be successful when:
• participant selects a situation from professional practice to apply strategies
• strategies recognize that learners are motivated in differing ways
• strategies incorporate learners' previous experiences
• strategies include intrinsic and extrinsic motivators
• strategies show application of motivational concepts such as attribution, needs theory, control theory, reinforcement theory, etc.
• strategies include self-assessment of how teaching behaviors may promote and inhibit learner motivation
http://systemattic.wtcsystem.edu/certification/Cert/renewing/EdRequirement/Certcompchart.pdf
Bloom's Taxonomy
Objective One
Objective Two
Objective Three
Objective Four
A-1. Analyze learning theories
Performance Standards
You will demonstrate your competence:
• in a classroom discussion
• in a written report
Your performance will be successful when:
• analysis compares behavioral, humanistic, cognitive, and constructivist theories
• analysis accurately describes characteristics of behavioral, humanistic, cognitive, and constructivist theories
• analysis accurately describes differences and similarities
A-2. Apply learning theories to your practice
Performance Standards
You will demonstrate your competence:
• in a class discussion
• in a written report
Your performance will be successful when:
• participant selects a theory or a combination of theories to apply
• participant presents a rationale for selection
• rationale shows how selected theory or theories align with participant's philosophy of learning
• rationale accurately describes implications for participant's practice
Unit B.---Models of Learning
B-1. Analyze models of learning
Performance Standards
You will demonstrate your competence:
• in a classroom discussion
• in a written report
Your performance will be successful when:
• analysis accurately identifies the characteristics of learning styles
• analysis accurately identifies the characteristics of multiple intelligences
• analysis accurately identifies the characteristics of at least one additional model: dimensions of learning, accelerated learning, emotional intelligence, collaborative learning, experimental education, etc.
• analysis identifies the similarities and differences among models
B-2. Apply a model of learning to your teaching practice
Performance Standards
You will demonstrate your competence:
• in a classroom demonstration
• in a written report
Your performance will be successful when:
• participant selects a model to apply
• participant presents or describes a learning activity that uses selected model
• presentation or description accurately demonstrates the characteristics of the selected model
• presentation or description illustrates how the model would guide selection of learning activities, performance assessments, and learning materials
• presentation or description shows how the model affects teacher/learner interaction
Unit C.---Strategies for Promoting Motivation and Higher Level Thinking
C-1. Develop strategies to meet the developmental needs of adult learners
Performance Standards
You will demonstrate your competence:
• in a classroom discussion
• in a small group project
• in a written report
Your performance will be successful when:
• participant selects a situation from personal practice to apply strategies
• strategies address developmental needs of two or more learners at different developmental stages
• strategies include techniques for adapting examples, projects, assignments, physical setting, learning materials, learning activities, etc. to accommodate learners' developmental needs
C-2. Develop strategies for encouraging learners to use higher-level thinking skills
Performance Standards
You will demonstrate your competence:
• in a classroom discussion
• in a written report
• in a small group project
Your performance will be successful when:
• participant selects a situation from professional practice to apply strategies
• strategies encourage learners to use critical thinking (reflective reasoning, interactive questioning, metacognition)
• strategies encourage learners to use problem solving
• strategies encourage learners to use goal setting
• strategies encourage learners to use self-assessment
C-3. Develop strategies to promote learner motivation
Performance Standards
You will demonstrate your competence:
• in a classroom discussion
• in a written report
• in a small group project
Your performance will be successful when:
• participant selects a situation from professional practice to apply strategies
• strategies recognize that learners are motivated in differing ways
• strategies incorporate learners' previous experiences
• strategies include intrinsic and extrinsic motivators
• strategies show application of motivational concepts such as attribution, needs theory, control theory, reinforcement theory, etc.
• strategies include self-assessment of how teaching behaviors may promote and inhibit learner motivation
http://systemattic.wtcsystem.edu/certification/Cert/renewing/EdRequirement/Certcompchart.pdf
Bloom's Taxonomy
Objective One
Objective Two
Objective Three
Objective Four
