Education | Educational Psychology for Elementary Teachers
P251 | 5548 | Jessica A. Hoida


Please Note: Students with visual, hearing, physical, and/or learning
disabilities, which may require modification of curriculum,
instruction, or assessment should contact the instructor. I wish to
fully include persons with disabilities in this course. Modifications
and accommodations will be made after the student has presented
documentation indicating qualification for services from DSS (Disabled
Student Services). See the Handbook for Students with Disabilities for
eligibility requirements.

COURSE DESCRIPTION
This course surveys the major theories in educational psychology and
will introduce you to basic psychological principles as they apply to
development, learning, and teaching. The course components are
designed to provide you with an understanding of the balance and
relationship between theoretical perspectives and practical classroom
techniques and approaches. It will introduce you to the major
concepts, theories, and issues in the study of student learning and
development and will help you understand a variety of instructional,
motivational, and classroom management techniques. Topics to be
covered include theories of development and learning, student
diversity, classroom management, motivation, and assessment of student
learning.

COURSE OBJECTIVES
The primary goal of this course is to assist you, a future educator,
in understanding and learning how to incorporate principles of
educational psychology into your professional repertoire. I hope to
create an open and adaptable classroom environment in which students
are comfortable participating in classroom discussions and sharing
ideas and experiences. Additional objectives that we will be dedicated
to as current and future educators include:

1.  Development of professionalism and recognition of your personal
"voice" as an educator

2.  Understanding of development, learning, instruction, and
assessment as described by different theoretical perspectives

3.  Recognition and appreciation of the diversity of learners and
their families and the implications for teaching and learning

4.  Ability to apply principles of educational psychology to classroom
situations, thus creating a effective learning environment that is
responsive to all learners

COURSE REQUIREMENTS

1. Class Participation (10% of final grade; 50 points)
Each student is responsible for actively participating in class, and
students are expected to complete assigned readings and activities
PRIOR to each class period. Every class is constructed to clarify your
readings and to extend them through practical applications and
examples. All activities and discussions will be based on the
assumption that you have completed the readings and are adequately
prepared for class. You are responsible for all class content (e.g.,
reading assignments, instructions, schedule changes, changes in due
dates) whether or not you are present. I recommend contacting one of
your P251 PALS whenever you miss a class! Please also review the
attendance policy specified below.

2. Personal Statement  (10% of final grade; 50 points)
You will write a 2-4 page personal statement in which you provide a
description of your personal interest in teaching. In composing the
paper, answer the following questions: What experiences have led to
your interest in teaching? What do you see as your greatest strengths
and weaknesses as a teacher? Finally, what do you hope to learn in
P251 and what are your expectations for this course? Your paper must
be typed, double-spaced, and carefully proofread! Use the "Grading
Criteria for Written Work" at the back of the syllabus to review your
work.


3. Case Studies (30% of final grade; 150 points)
You are required to complete THREE case studies which are designed to
help you apply concepts and theories from the text and classroom
discussions to specific classroom situations. All case studies are
take-home and will be distributed to students at least one week prior
to the due dates: 9/18/00, 10/9/00, & 11/29/00.  You are encouraged to
work in pairs or small groups to review and discuss the case studies.
Each student is required to submit an INDIVIDUAL written response to
the case study questions that reflects their own summary of the issues
presented. Your papers must be typed, double-spaced, and carefully
proofread! Use the "Grading Criteria for Written Work" at the back of
the syllabus to review your work.

4. Parent-Teacher Conference (15% of final grade; 75 points)
Groups of 4 will be given a case description of a child and will
simulate two separate parent-teacher conferences, with two persons
playing the teacher team and then switching to the parent role (& vice
versa).  Assignment of points will include instructor, self, and peer
input and evaluation.  Teacher teams will be evaluated using the
following criteria:

Invite the parents to give their insights and observations; make it
clear that you recognize their expertise—20 points

Explain educational and academic issues in plain, simple language
(i.e., no jargon!)—15 points

Explain that your recommendation is for an educational evaluation;
discuss and explain the special education referral process (e.g.,
referral, evaluation, case conference, IEP, possible outcomes for the
child)—15 points

Demonstrate empathy and understanding for the parents (these meetings
can be stressful and intimidating)—15 points

Respond to questions or additional information provided by the
parents—10 points

Note: The parent-teacher conferences will be scheduled on an
individual (i.e., group) basis at a time to be announced. Conferences
will be completed outside of class time and will take approximately 1
hour per group.

5. Philosophy of Teaching (15% of final grade; 75 points)
This is a comprehensive, 4-6 page paper in which you reflect on the
theoretical knowledge you've acquired this semester. Consider the
following questions in composing your paper: What are the necessary
aspects of excellent elementary-level teaching? How do students learn
best? What theoretical perspective on learning (e.g., behavioral,
social cognitive, information processing, constructivist) best
reflects your personal beliefs about and approach to teaching?
Finally, how will your personal philosophy of teaching affect the
students you will teach? Make sure to connect your ideas to concepts
and theories in educational psychology. You want to support your
beliefs with what you've learned in this course. Your paper must be
typed, double-spaced, and carefully proofread! Use the "Grading
Criteria for Written Work" at the back of the syllabus to review your
work.

6. Final Exam (20% of final grade; 100 points)
The final exam will consist of short answer and essay question and
will be taken during the scheduled final exam time: Monday, 12/11/00
from 10:15am-12:15pm. You will be given a list of study questions in
advance; exam questions will be take directly from these study
questions. The exam will be comprehensive.

GRADING SCALE

Grades are calculated based on total points earned divided by total
points possible (500). When calculating percentages from points, they
will be rounded to the nearest hundredth (e.g., 436/500 = 0.872 = 87%
= B+).

A+ = 98% - 100%  B+ = 87% - 89%   C+ = 77% - 79%
A  = 93% - 97%   B  = 83% - 86%   C  = 73% - 76%
A- = 90% - 92%   B- = 80% - 82%   C- = 70% - 72%

D+ = 67% - 69%F   = Below 60%
D  = 63% - 66%
D- = 60% - 62%

A  Outstanding performance; excellent command of course content
B  Good performance; solid work; good command of course content
C  Satisfactory performance; average command of course content
D  Marginal performance; below average command of course content
F  Unsatisfactory performance

COURSE POLICIES
1. Attendance
Regular attendance is required and essential for achieving course
objectives. Classes will begin at the scheduled time, so please be on
time. Attendance will be taken each day at the beginning of class, and
students have the opportunity to earn daily attendance points that
will contribute to their overall participation grade. Students are
allowed a maximum of  THREE absences (for any reason: illness,
transportation problems, just needed a break) during the semester.
There are no excused or unexcused absences in this regard and you need
not contact me with an explanation for your absence. Accumulation of
more than three absences will adversely affect your participation
grade (It's difficult to participate in class if you're not there,
right?). Students with fewer than three absences will be given strong
consideration for a higher grade when they are on the borderline. If,
during the semester, you experience any on-going circumstances or
emergencies that affect your attendance, please contact me and make me
aware of these circumstances.

2. Missed/Late Assignments
Each student is permitted THREE discretionary late days that can be
used as needed without a grade penalty for written assignments. These
flexible late days apply only to written assignments, not to the
parent-teacher conference or the final exam. If  you have used all
three late days, any assignment that is not turned in on the date that
it is due will be lowered ½ letter grade for each day it is late
(e.g., a paper that would have received a grade of B, but was turned
in 1 day late will receive a B-; 2 days late, a C+). Missing the
parent-teacher conference or the final exam will result in a zero
unless the student has official, written documentation of an
extraordinary circumstance or has made arrangements with me well in
advance of the exam or conference date. If you are turning in a
written assignment after the class period when it is due, please take
your assignment to the Counseling & Educational Psychology department
on the 4th floor of the Education building and have a secretary date
and sign the paper before placing it in my mailbox (Hours: M-F
9:00am-4:45pm). If it is not signed and dated by a department
secretary, I will count it as turned-in on the day I see it in my
mailbox (This may count against you, so I encourage you to take the
time to get the signature!)

3. Respect and Professionalism
I hope that, as a group, we can create an accepting, respectful
classroom in which students are able to discuss varied  perspectives
on often-controversial educational issues. It is vitally important,
therefore, that students approach course topics, discussions, and
assignments in a professional manner. Student behavior (words and
actions) that adversely affects the learning or safety of other
students is not acceptable in this classroom. Discrimination and/or
harassment for any reason (including, but not limited to, gender,
race, sexual orientation, religion, ethnicity, language of origin,
difference of opinion, or disability) will not be tolerated.

4. Academic Dishonesty
Issues of cheating and plagiarism are detailed in the Code of Student
Rights, Responsibilities, and Conduct. IU standards are provided for
your reference at http://campuslife.indiana.edu/Code/index.html
Please familiarize yourself with these standards immediately. You will
receive ZERO points for any assignment, exam, presentation, etc. that
involves any form of academic dishonesty.

5. E-mail
You are required to have an active student email account that you will
need to check daily to receive messages related to the course.

6. Syllabus Changes

As the instructor of this course, I reserve the right to make changes
to the syllabus as needed. I will inform each student of any changes
at the earliest date possible via email and/or in class.


COURSE SCHEDULE

M 08/28/00   Introduction & Course Orientation; Creating the Classroom
Community

W 08/30/00  What is Effective Teaching? How is Ed Psych Helpful?

1.  Syllabus & Ormrod Ch. 1
2.  Syllabus Quiz today

R 08/31/00  LAB: Introduction and Orientation
Field Placement Résumé & Letter due today

UNIT 1: THEORIES OF STUDENT DEVELOPMENT
M 09/04/00  Cognitive Development
1.  Ormrod Ch. 2
2.  Self-reflection Paper due

W 09/06/00  Personal & Social Development
1.  Ormrod Ch. 3, pp. 74-96

R 09/07/00  LAB: Office of Early Field Experience Presentation
New & Improved Field Placement Résumé & Letter due today


M 09/11/00 Moral Development
Ormrod Ch. 3, pp. 96-117

W 09/13/00  Development and Culture
1.  Yamamoto, Silva, Ferrari, & Nukariya (1997)

R 09/14/00  LAB: Person First Language


UNIT 2: STUDENT DIVERSITY
M 09/18/00   Intelligence & Creativity
1.  Ormrod Ch. 4, pp.118-137
2.  Case Study 1 due


W 09/20/00   Culture, Risk, & Expectations
1.  Ormrod Ch. 4, pp. 137-164

R 09/21/00  LAB: Field Experience Placements
M 09/25/00   Students with Disabilities
1.  Ormrod Ch. 5

W 09/27/00   Students with Disabilities
1.  Ormrod Ch. 5

R 09/28/00  LAB: Inclusion of Students with Disabilities
1.  Waldron (1997) OR Hartshorne & Hartshorne (1997)

M 10/02/00  Gay & Lesbian Youth and Families
1.  Lasser & Tharinger (1997)

W 10/04/00  Discussion of "It's Elementary" / Diversity Wrap-up

R 10/05/00  LAB:


UNIT 3: THEORIES OF LEARNING
M 10/09/00  Cognitive Theories of Learning: Students as Information
Processors
1.  Ormrod Ch. 6
2.  Case Study 2 due

W 10/11/00  Cognitive Theories of Learning: Students as Constructors
of Knowledge
1.  Ormrod Ch. 7

R 10/12/00  LAB:

M 10/16/00Behaviorist Theories of Learning: Doggies & Pigeons &
Rats—Oh My!
1.  Ormrod Ch. 10

W 10/18/00Behaviorism with a Twist: Bandura's Social Cognitive Theory
1.  Ormrod Ch. 11

R 10/19/00  LAB:

M 10/23/00  Learning Theories Wrap-up: Movie Day!

W 10/25/00  Learning Theories Wrap-up: Movie Day!

R 10/26/00  LAB:

UNIT 3: CREATING A POSITIVE LEARNING ENVIRONMENT
M 10/30/00   Teaching Students to Think
1.  Ormrod Ch. 8

W 11/01/00  Instructional Goals, Strategies, & Approaches
1.  Ormrod Ch. 13 & 14

R 11/02/00LAB:

M 11/06/00  Adapting Instruction for Students with Disabilities
1.  Deschenes, Ebeling, & Sprague (1994)

W 11/08/00   Student Motivation: Intrinsic or Extrinsic?
1.  Ormrod Ch. 12

R 11/09/00LAB:

M 11/13/00   Classroom Management: Preventing Problems
1.  Ormrod Ch. 15
2.  Philosophy of Teaching due

W 11/15/00   Classroom Management: Addressing Misbehavior
Ormrod Ch. 15

R 11/16/00  LAB:

M 11/20/00   NO CLASS: Thanksgiving Break!

W 11/22/00   NO CLASS: Thanksgiving Break!

R 11/23/00   LAB: NO CLASS: Thanksgiving Break!


M 11/27/00   Assessment of Student Learning
1.  Ormrod Ch. 16

W 11/29/00   Assessment of Student Learning: In-class Activity
1.  Ormrod Ch. 16
2.  Case Study 3 due

R 11/30/00  LAB:

M 12/04/00  Incorporating Research into Teaching
1.  Gallas (1994)

W 12/06/00  Assessment, Wrap-up, & Review: What Have We Learned?

R 12/07/00  LAB: Final Reflections on Field Experience
Field Experience Portfolios  due!

M 12/11/00Final Examination, 10:15am - 12:15pm, Room TBA


GRADING CRITERIA FOR WRITTEN WORK

10% Appropriateness of Response    _____ of _____ points
1.  length of paper within guidelines
2.  neat appearance (stapled, not crinkled, clean paper)
3.  typed, double-spaced


15% Quality of Writing     _____ of _____ points
1.  punctuation
2.  grammar
3.  spelling
4.  sentence composition
5.  professional approach/tone (avoid colloquialisms, slang, informal
English)


40% Content     _____ of _____ points
1.  coverage of assigned topic areas/questions
2.  clarity of ideas
3.  demonstrated understanding


35% Level of Reflection     _____ of _____ points
1.  depth of thought and reflection
2.  use of observations, examples, applications, analyses to support
statements
3.  elaboration of ideas


TOTAL    _____ of _____ points