- Course Type CLEP
- Subject History and Social Sciences
- Level Introductory
- Length 4 Weeks
- Effort 6 hours/Week
- Institution Modern States
ABOUT THIS COURSE
It reviews the fundamentals of Introduction to Educational Psychology subject that are usually covered throughout a one-semester undergraduate course at college. Our goal as creators of this course is to prepare you to pass the College Board’s CLEP examination and obtain college credit for free.
Through the guidance of Dr. Norman Rose, this course will cover four major areas: principles of learning and cognition, teaching methods and classroom management, child growth and development, and evaluation and assessment of learning.
“Introduction to Educational Psychology” is a completely self-paced course. It has no prerequisites and it is offered entirely for free.
Instructors
-
Norman Rose, Ph.D.Santa Rosa Junior College and University Nevada, Reno
Course Overview
Introduction to Educational Psychology Course Overview - Modern States
| Module | Topic | Video Length | Total pages of required reading |
| Module 1: Educational Aims and Philosophies 00:50:15 total video length 12 total reading pages |
Introduction (Module 1) | 0:01:43 | 12 |
| Socialization and Social Effects (Module 1.1) | 0:06:05 | – | |
| Moral and Character Development (Module 1.2) | 0:08:39 | – | |
| Citizenship (Module 1.3) | 0:10:12 | – | |
| Career Preparation (Module 1.4) | 0:06:12 | – | |
| Lifelong Learning (Module 1.5) | 0:04:32 | – | |
| Summary (Module 1.6) | 0:02:32 | – | |
| Video Resources: | |||
| Educational Aims (Module 1) | 0:00:59 | – | |
| Socialization and Social Effects (Module 1.1) | 0:01:30 | – | |
| Moral and Character Development (Module 1.2) | 0:02:16 | – | |
| Citizenship (Module 1.3) | 0:00:45 | – | |
| Preparation for Careers (Module 1.4) | 0:01:11 | – | |
| Lifelong Learning (Module 1.5) | 0:03:39 | – | |
| Module 2: Cognitive Perspective of Learning 01:22:00 total video length 87 total reading pages |
Introduction (2.0) | 0:05:51 | – |
| Sensory Register (Module 2.1) | 0:05:52 | – | |
| Working Memory (Module 2.2) | 0:07:08 | 30 | |
| Long-Term Memory (Module 2.3) | 0:07:44 | – | |
|
Teaching Strategies To Enhance Learning At Each Stage of Information Processing (Module 2.4)
|
0:09:11 | – | |
| Forgetting (Module 2.5) | 0:06:38 | – | |
| Problem Solving (Module 2.6) | 0:09:12 | 27 | |
| Teaching for Information Transfer (Module 2.7) | 0:06:28 | 30 | |
| Metacognition (Module 2.8) | 0:05:40 | – | |
| Summary (Module 2.9) | 0:02:24 | – | |
| Video Resources: | |||
| Cognitive Perspective of Learning (Module 2) | 0:00:30 | – | |
| Sensor Register (Module 2.1) | 0:02:16 | – | |
| Working Memory (Module 2.2) | 0:02:34 | – | |
| Long-Term Memory (Module 2.3) | 0:04:21 | – | |
|
Teaching Strategies to Enhance Learning at Each Stage of Information Processing (Module 2.4)
|
0:01:06 | – | |
| Forgetting (Module 2.5) | 0:01:05 | – | |
| Problem Solving (Module 2.6) | 0:02:00 | – | |
| Teaching and the Transfer of Information (Module 2.7) | 0:00:32 | – | |
| Metacognition (Module 2.8) | 0:01:28 | – | |
| Module 3: Behavioral Perspective of Learning 01:03:05 total video length 63 total reading pages |
Introduction (Module 3) | 0:02:46 | – |
| Classical Conditioning (Module 3.1) | 0:05:23 | 21 | |
| Operant Conditioning (Module 3.2) | 0:13:29 | 21 | |
| Practical Applications of Behavioral Psychology (Module 3.3) | 0:09:59 | 21 | |
| Cognitive Learning Theory (Module 3.4) | 0:08:53 | – | |
| Summary (Module 3.5) | 0:02:57 | – | |
| Video Resources: | |||
| Behavioral Perspective of Learning (Module 3) | 0:01:05 | – | |
| Classical Conditioning (Module 3.1) | 0:02:00 | – | |
| Operant Conditioning (Module 3.2) | 0:06:03 | – | |
| Practical Applications of Behavioral Psychology (Module 3.3) | 0:03:19 | – | |
| Cognitive Theory of Learning (Module 3.4) | 0:07:11 | – | |
| Module 4: Cognitive Development 02:02:15 total video length 117 total reading pages |
Introduction (Module 4) | 0:03:35 | – |
| Piaget’s Genetic-Epistemological Theory of Cognitive Development (Module 4.1) | 0:21:36 | 46 | |
| Vygotsky’s Sociocultural Theory of Cognitive Development (Module 4.2) | 0:06:49 | 21 | |
| Erikson’s Theory of Psychosocial Development (Module 4.3) | 0:19:11 | 25 | |
| Moral Development (Module 4.4) | 0:10:29 | 25 | |
| Adolescence (Module 4.5) | 0:11:54 | – | |
| Gender Role Identity and Sex Roles (Module 4.6) | 0:04:58 | – | |
| Mental Health (Module 4.7) | 0:05:23 | – | |
| School Readiness (Module 4.8) | 0:05:03 | – | |
| Development and Acquisition of Language (Module 4.9) | 0:07:18 | – | |
| Summary (Module 4.10) | 0:02:29 | – | |
| Video Resources: | |||
| Cognitive Development (Module 4) | 0:01:23 | – | |
| Piaget’s Genetic-Epistemological Theory of Cognitive Development (Module 4.1) | 0:03:10 | – | |
| Vygotsky’s Sociocultural Theory of Cognitive Development (Module 4.2) | 0:02:56 | – | |
| Erikson’s Theory of Psychosocial Development (Module 4.3) | 0:07:02 | – | |
| Moral Development (Module 4.4) | 0:03:18 | – | |
| Adolescence (Module 4.5) | 0:01:39 | – | |
| Gender Role Identity and Sex Roles (Module 4.6) | 0:01:05 | – | |
| Mental Health (Module 4.7) | 0:00:34 | – | |
| School Readiness (Module 4.8) | 0:00:53 | – | |
| Development and Acquisition of Language (Module 4.9) | 0:01:30 | – | |
| Module 5: Motivation 01:11:42 total video length 66 total reading pages |
Introduction (Module 5) | 0:02:08 | 29 |
| Behavioral Theory (Module 5.1) | 0:02:35 | – | |
| Human Needs Theory (Module 5.2) | 0:07:37 | – | |
| Attribution Theory (Module 5.3) | 0:08:35 | – | |
| Social Learning and Expectancy Theory (Module 5.4) | 0:04:28 | – | |
| Achievement Motivation (Module 5.5) | 0:05:21 | 37 | |
| Intrinsic and Extrinsic Motivation (Module 5.6) | 0:04:45 | – | |
| Reinforcement Contingencies (Module 5.7) | 0:08:56 | – | |
| Learned Helplessness (Module 5.8) | 0:06:38 | – | |
| The Effects of Anxiety on School Performance (Module 5.9) | 0:07:01 | – | |
| Summary (Module 5.10) | 0:04:23 | – | |
| Video Resources: | |||
| Motivation (Module 5) | 0:00:43 | – | |
| Behavioral Theory (Module 5.1) | 0:00:50 | – | |
| Human Needs Theory (Module 5.2) | 0:01:10 | – | |
| Attribution Theory (Module 5.3) | 0:00:52 | – | |
| Social Learning and Expectancy Theory (Module 5.4) | 0:00:26 | – | |
| Achievement Motivation (Module 5.5) | 0:00:41 | – | |
| Intrinsic and Extrinsic Motivation (Module 5.6) | 0:01:32 | – | |
| Learned Helplessness (Module 5.7) | 0:01:10 | – | |
| The Effects of Anxiety on School Performance (Module 5.8) | 0:01:51 | – | |
| Module 6: Individual Differences 01:19:37 total video length 100 total reading pages |
Introduction (Module 6) | 0:03:09 | 24 |
| The Nature-Nurture Controversy (Module 6.1) | 0:05:39 | – | |
| Intelligence (Module 6.2) | 0:13:04 | 19 | |
| Environmental Influences on Individual Development (Module 6.3) | 0:04:33 | 19 | |
| Identifying At-Risk Children (Module 6.4) | 0:03:39 | – | |
| Teaching Strategies to Accommodate Background Differences Among Children (Module 6.5) | 0:05:30 | 19 | |
| Exceptional Learners (Module 6.6) | 0:20:25 | 19 | |
| Reading Ability (Module 6.7) | 0:08:50 | – | |
| General Issues Related to Individual Learning Differences (Module 6.8) | 0:04:06 | – | |
| Summary (Module 6.9) | 0:01:34 | – | |
| Video Resources: | |||
| Individual Differences (Module 6) | 0:01:42 | – | |
| The Nature-Nurture Controversy (Module 6.1) | 0:01:38 | – | |
| Environmental Influences on Individual Development (Module 6.3) | 0:00:37 | – | |
| Identifying At-Risk Children (Module 6.4) | 0:00:44 | – | |
| Teaching Strategies to Accommodate Background Differences Among Students (Module 6.5) | 0:01:42 | – | |
| Exceptional Learners (Module 6.6) | 0:01:38 | – | |
| Reading Ability (Module 6.7) | 0:00:46 | – | |
| General Issues (Module 6.8) | 0:00:21 | – | |
| Module 7: Testing 01:17:36 total video length 469 total reading pages |
Introduction (Module 7) | 0:02:21 | – |
| Instructional Objectives (Module 7.1) | 0:05:08 | 115 | |
| Teacher–Developed Tests in Classroom (Module 7.2) | 0:07:37 | 88 | |
| Formative Evaluation (Module 7.3) | 0:04:49 | 37 | |
| Classroom Grading Approaches (Module 7.4) | 0:05:36 | 37 | |
| Criterion-Referenced Testing (Module 7.5) | 0:05:35 | 27 | |
| Norm-Referenced Testing (Module 7.6) | 0:02:54 | 27 | |
| Interpreting Norm-Referenced Test Scores (Module 7.7) | 0:11:33 | 27 | |
| Validity (Module 7.8) | 0:04:28 | 37 | |
| Reliability (Module 7.9) | 0:05:54 | 37 | |
| Test Bias (Module 7.10) | 0:04:32 | 37 | |
| Using Tests Appropriately (Module 7.11) | 0:03:39 | – | |
| Summary (Module 7.12) | 0:01:57 | – | |
| Video Resources: | |||
| Testing (Module 7) | 0:00:43 | – | |
| Instructional Objectives (Module 7.1) | 0:02:35 | – | |
| Teacher–Developed Tests in Classroom (Module 7.2) | 0:00:51 | – | |
| Formative Evaluation (Module 7.3) | 0:00:44 | – | |
| Classroom Grading Approaches (Module 7.4) | 0:00:35 | – | |
| Criterion-Referenced Testing (Module 7.5) | 0:00:52 | – | |
| Norm-Referenced Testing (Module 7.6) | 0:00:28 | – | |
| Interpreting Norm-Referenced Test Scores (Module 7.7) | 0:01:29 | – | |
| Validity (Module 7.8) | 0:00:30 | – | |
| Reliability (Module 7.9) | 0:00:31 | – | |
| Test Bias (Module 7.10) | 0:01:00 | – | |
| Using Tests Appropriately (Module 7.11) | 0:01:15 | – | |
| Module 8: Pedagogy 01:26:47 total video length 205 total reading pages |
Introduction (Module 8) | 0:03:59 | – |
| Expository Teaching and Discovery Learning (Module 8.1) | 0:06:07 | 27 | |
| Advance Organizers (Module 8.2) | 0:03:21 | – | |
| Cooperative Learning (Module 8.3) | 0:05:08 | 27 | |
| Organizing Information (Module 8.4) | 0:05:09 | 21 | |
| Instructional Design and Technology (Module 8.5) | 0:05:32 | 21 | |
| Psychology of Content Areas (Module 8.6) | 0:05:25 | 40 | |
| Bilingual Education and ESL Programs (Module 8.7) | 0:05:47 | – | |
| Socioeconomic Status and School Performance (Module 8.8) | 0:06:51 | – | |
| Teacher Expectations (Module 8.9) | 0:05:51 | 24 | |
| Classroom Management (Module 8.10) | 0:16:15 | 45 | |
| Summary (Module 8.11) | 0:02:14 | – | |
| Video Resources: | |||
| Pedagogy (Module 8) | 0:00:26 | – | |
| Expository Teaching and Discovery Learning (Module 8.1) | 0:01:24 | – | |
| Advance Organizers (Module 8.2) | 0:00:54 | – | |
| Cooperative Learning (Module 8.3) | 0:01:25 | – | |
| Organizing Information (Module 8.4) | 0:00:48 | – | |
| Instructional Design and Technology (Module 8.5) | 0:00:40 | – | |
| Psychology of Content Areas (Module 8.6) | 0:00:51 | – | |
| Bilingual Education and English as a Second Language Programs (Module 8.7) | 0:01:13 | – | |
| Socioeconomic Status and School Performance (Module 8.8) | 0:01:15 | – | |
| Teacher Expectations (Module 8.9) | 0:01:50 | – | |
| Classroom Management (Module 8.10) | 0:04:22 | – | |
| Module 9: Psychological Research and Methods 00:39:11 total video length 37 total reading pages |
Introduction (Module 9) | 0:01:49 | – |
| Research Designs (Module 9.1) | 0:04:19 | 37 | |
| Sampling (Module 9.2) | 0:02:28 | – | |
| Statistical Analysis (Module 9.3) | 0:04:49 | – | |
| Research in Child Development (Module 9.4) | 0:03:23 | – | |
| Ethical Considerations in Research (Module 9.5) | 0:03:47 | – | |
| Summary (Module 9.6) | 0:03:06 | – | |
| Video Resources: | |||
| Psychological Research and Methods (Module 9) | 0:02:03 | – | |
| Research (Module 9.1) | 0:00:34 | – | |
| Sampling (Module 9.2) | 0:01:22 | – | |
| Statistical Analyses (Module 9.3) | 0:04:01 | – | |
| Research in Child Development (Module 9.4) | 0:04:10 | – | |
| Ethical Considerations in Research (Module 9.5) | 0:03:20 | – | |
Related Courses
Student Stories
“It was totally free. I got college credit for all of the CLEP exams and passed all of them on the first try. I loved being able to learn at my own pace. Modern States is amazing.”
Ava, Modern States Student
“I'm using Modern States to complete my engineering degree in the shortest amount of time possible”
Freeman, Modern States Student
“I can trust Modern States.”
Truc, Student, Thomas Jefferson High School
“For 15 credit hours I’ve essentially paid nothing … which has been awesome!”
Gene, Modern States Student
“All of my undergraduate courses, which I can CLEP out of, will go towards my nursing degree and probably save me close to $15,000.”
Holly, Modern States Student
“Modern States made it possible to do a five-year degree in four years. It's helping dreams come true.”
Jonah, Modern States Student
“I'd like to thank Modern States for even making this possible to students.”
Darrin Therault, Director of Academic Testing, Kennesaw State University
“It doesn't matter how old you are. You can go back [to school] with the help of Modern States.”
Wanda, Modern States Student
Click on a student to hear their story
