Education | Educational Pyshcology for Elementary Teachers
P251 | 5551 | Lauren Supplee


Course Description

Overview of the major theories and research findings in the study of
cognition, development, classroom management, motivation, instruction,
and assessment.  The course covers topics of cognition, language,
personality, social, emotional, and physical development focusing on
the elementary school years.  The course also presents some of the
controversies, research methods, and issues in assessment in the
field.

Course Objectives

At the end of the course you should be able to:

1. Describe teaching as it relates to developmental processes.
2. Identify important developmental concepts and transitions in the
elementary school years.
3. Engage in conversations and write as a professional in your field.

Course Materials

Woolfolk, A. (2000). Educational Psychology (8th ed.). Needham
Heights, MA: Allyn and Bacon.  (*Copy on reserve in Education Library)

1.  Course Packet available at Mr. Copy

Course Expectations
1. Attend all classes.
2. Read assignments prior to class and be prepared for thoughtful,
thorough discussion as a professional in your field.
3. Participate in class activities and discussions.
4. Complete course assignments as scheduled.
5. Bring to class the course packet on the days articles are assigned.
6. Engage with others thoughtfully and respectfully.

Note: This student attendance policy was initiated in January, 1996:
Excessive absences are defined as the equivalent of two consecutive
weeks of absences from a class in a 15-week semester without notifying
the instructor. Students who are identified as having excessive
absences are to be reported to the Office of the Registrar.

It is not possible to meet the course expectations without regular
class attendance.  You are responsible for all class content (e.g.
reading assignments, instructions, explanations, schedule changes,
etc.) whether present or not. Class will begin at the scheduled time,
so please be on time.

E-mail accounts: Students are required to have an active e-mail
account. You will need to check your e-mail on a regular basis (i.e.,
at least twice a week) to receive messages related to this course.
Not checking your e-mail is not an acceptable excuse for not knowing
about any changes or additions to the course!

Assignments
Below are overviews of what each of the assignments consist of and
more detailed directions will be given in class when the assignment is
given.

Journal Article Assignment (20 points) Due: Sept 11th
A two page summary/reaction paper to an journal article related to an
educational psychology topic.  The article must present an empirical
(or research) study and not a theoretical discussion.  The article can
be on any topic related to cognition, development, motivation,
discipline, diversity, environment, or assessment.  It may not be one
of the articles assigned to read for this class. The student will
photocopy the article and hand it in along with the reflection paper.
Guidelines about areas to focus on within the paper as well as
possible journals to examine for articles will be given in class.

Textbook Critique (20 points) Due: Sept 20th
Many textbooks, especially used by elementary school teachers and
students, surprisingly, are not written by teachers, psychologists, or
domain experts.  Instead, someone is hired to do research on various
topics and write the book.  Therefore many times the textbook does not
coincide with what we know about learning and development.  The
student will choose a chapter from a textbook (available in the
education library) and write a 2-3 page critique of the chapter based
on the information learned in class on cognitive development.
Guidelines about areas to focus on within the critique will be given
in class.

Television Assignment (20 points) Due: Oct 2nd
One of the articles assigned for the course ("Developmentally
Appropriate Television: Putting Children First" discusses how
television can impact children's development.  The student will choose
two 30 minute children's television shows or shows on during prime
time watching hours (defined by 3 pm - 8 pm) for children and watch
them.  They will then write a 2-3 page critique of the shows based on
the information presented in the article and in class on social,
emotional and moral development in elementary school children. More
specific information will be distributed in class.

Lesson Plan Assignment (60 points) Due: Oct 25th
Using three articles assigned for the course (identified by ** on the
syllabus) along with the information presented in class on the
behaviorist, information processing, and constructivist theories of
learning design three short lesson plans attempting to teach the same
topic (e.g. how to dance, or play basketball, or learning simple
addition of two numbers) using the three different theories.  This
project should not exceed 12 pages.  The project will be graded
especially for the ability to apply the three learning, theories to a
practical area but please be creative and have fun with this project.

TAKING SIDES DEBATE (50 points)
Self-Esteem Debate: Sept 25th; Rewards Debate: Nov 1st ; Inclusion
Debate: Nov 27th

The Taking Sides Debates are three group projects.  On the first day
of class you will choose one of the three topics (self-esteem,
rewards, or inclusion) and a side of the debate (for or against).
Since this is the beginning of the semester and many will not know
much about these topics the assignment will be more random than
purposive.  The students will then be assigned to a group based on
their topic and side (e.g., self-esteem/yes group).  A
point/counterpoint discussion of the topic can be found in the course
packet.  The group will then meet outside of class and find at least 4
additional articles on the topic to support their "side" of the
debate.  On the assigned day, in class all of the students in the
class should read the point/counterpoint in the course packet.  The
two sides will then formally debate their topic, presenting their side
using the information gained from the outside sources, and then after
the formal debate structure will field questions, comments and
discussion by the class.  One of the class members will moderate the
debate and discussion to ensure the discussion remains on topic and
members of the class remain respectful of one another's views and
opinions.  The group will hand in a Reference list with the articles
(along with copies of the articles) used in preparation for the
debate. The points for this assignment will be broken down as the
following:

Points will breakdown as following:

Annotated reference list:  10 points
Presentation (including organization of presentation): 20 points
Evidence of thoughtfulness and critical thinking on the topic: 10
points
Group participation rating*:  10 points

*Each member of the group will provide a description and rating of
other group member's performance and participation in the group
activity.  A numerical rating on a scale of 1-10 along with verbal
description on the performance of each group member should be
submitted either by paper or e-mail on the day of the debate.

Please note you must attend class on the day your group is presenting.
If you do not attend you will be given a zero for this project.

More detailed instructions will be given in class.

Activity Points (30 points)
Activity points are decided considering: attending class, being
on-time, being active in class discussions, activities and group
projects.


Final Exam (100 points) Due by 5 pm Dec 15th
The final take-home exam will be an integration of what you have
learned throughout the semester. You will be given the exam questions
on the last day of class.

Please note that as the instructor, I reserve the right to make
changes to the syllabus as needed. In the case of any changes, I will
let you know at the earliest date possible in class or via e-mail.

Grading

Final course letter grades will be based on TOTAL POINTS earned on the
assignments.  The purpose of all assignments is to identify and apply
information that will assist you in becoming a practicing teacher.

Below each assignment has been given a total number of points
possible.

Journal Article Assignment: 20 points
Textbook Critique: 20 points
Television Assignment: 20 points
Lesson Plan Assignment: 60 points
TAKING SIDES DEBATE: 50 points
Activity Points: 30 points
Final Exam: 100 points

Total Points Possible: 200

A = 185 +
A - = 170-184
B+= 155-169
B = 140-154
B- = 125-139
C+ = 110-124
C = 95-109
C- = 80-94
D+ = 65-79
D = 50-64
D- = 35-49
F = 34 or below

These points may change at the discretion of the instructor if
alterations are needed in the assignments.

"Beginning in the Fall, 1999, IUB students taking coursework leading
to licensure will be required to obtain a grade of C+' or better in
each Professional Education course. Field experiences require an S'
grade. Students who do not obtain a C+' or better will be required to
re-take the course." This course is a Professional Education course,
and therefore you must accumulate at least 110 points or you will be
required to re-take this course.

ASSIGNMENTS THAT ARE INCOMPLETE OR SHOW LACK OF MEANINGFUL THOUGHT MAY
BE ELIGIBLE FOR ONE COURSE LETTER GRADE DEDUCTION ON THE ASSIGNMENT.
ALL MATERIALS SHOULD BE TYPED AND DOUBLE-SPACED!

Late Assignments: Any item that is not turned in on the date that it
is due will be docked on half letter grade for each day that it is
late. You may submit assignments via an e-mail attachment but it must
arrive in my inbox by the scheduled ending time of class (6:15 pm or 5
pm in the case of the final exam)! (Remember the time appears on the
top of the e-mail!) Please be careful to get things in on time.
Missed class presentations will be counted as a zero unless there are
extraordinary circumstances, which must be documented in writing or
you make arrangement with me well in advance of the presentation!


Assignments will be graded on the following areas:
1.  Following instructions given in the assignment
2.  Referencing appropriate theories or theorists and/or research to
support your argument
3.  Appropriate application of theories or theorists in the assignment
that shows understanding of the material
4.  Evidence of critical thinking and reflection about the material
and issues related to the topic including practical application issues
5.  Spelling and grammar (especially since your computer provides
these functions for you!)
6.  Clear, concise writing.  Students who write long papers without
focus in attempt to fill pages will not be rewarded for this effort!

All other policies and regulations (e.g. regarding "academic honesty")
as stated in the Undergraduate Bulletins apply in this course. If you
are unfamiliar with these policies and regulations, then you are
required to make yourself familiar with them immediately.

M101 Field Experience/Lab Description and Policies

Field experiences will be arranged through the early experience office
(Room 1020).  You will gain 21 hours (minimum) exposure to real
classroom life. Attendance in lab is mandatory. The lab will only meet
on the weeks in which you are not in the field (more information will
be distributed from the early experience office). If you miss more
than 2 labs, you will not pass this course (note: grading for this
course is pass/fail). Your grade in the lab/field component is
determined by your performance in the following areas:

1. Acquisition of 21 hours of field experience
2. Attendance of lab
3. A satisfactory rating of field performance by your cooperating
teacher
4. Completion of all lab assignments
5. Participation in lab activities.

How you act influences not only the teacher's and principal's
perceptions of you, but the whole teacher education program at Indiana
University. These teachers and principals have been kind enough to
open their classrooms to us...I only ask that you return the kindness
by presenting yourselves in a favorable way, including your behavior
in the classroom as well as your promptness and courtesy.

While you are in your classrooms, I ask that you take about 30 minutes
to complete the observation requirement to complete the assignments.
Those observation requirements are included in a separate handout.
During the rest of your stay, the teacher has been told that you are
free to help them in a variety of ways including everything from
one-on-one tutorial help in grading papers to room decorations. They
have also been told that they can ask you to teach a small lesson, but
they are to give you plenty of preparation time. If this occurs, I
will be glad to be of assistance. The teacher that you visit may be
nervous with you in her/his classroom. The students may be more
rambunctious than usual. Please remember that the teacher sets the
rules in the classroom and when they ask for something to happen, you
need to be a role model for the children. They are curious why you are
in their classroom and they are wondering what they can get out of you
before you leave. Lab assignments are reflected alongside coursework
and required readings.

Lab Assignments:
The following reflective papers are due on the date in parentheses.
Specific instructions on questions to answer and specific things to
look for are in a separate document.  The papers to be handed in are
1-2 page reflection papers based on your answers to the questions.  In
addition, each reflective paper must include at least 2 things you
liked about how the topic was handled in the classroom you are
observing and at least 2 things you would change within your own
classroom.

Social Development Observation (Lab 2)
Learning Theory Observation (Lab 3)
Motivation Observation (Lab 4)
Discipline Observation (Lab 5)
Environment Observation (Lab 6)


Calender

It should be noted that all readings and assignments are expected to
be done before class on the day it is assigned.  The instructor
reserves the right to give an unannounced quiz if there is evidence
that the reading has not been done!

August 28th  First Day of Class: Introduction

August 30th  What is Educational Psychology?
Woolfolk p 2-16

Sept 4th Research and Methods
Journal Article Assignment Given, Due: Sept 11th

Sept 6th Cognitive Development
Woolfolk p 22-51

Sept 11th Cognitive Development, cont.
"Teaching Young Children" article in packet

Sept 13th Brain Development
"What do we know from brain research?" "In search of brain-based
education" articles in packet
Textbook Critiquing Assignment Given, Due: Sept 20th

Sept 18th Social & Moral Development
Woolfolk p 63-98
Taking Sides: "Should Schools Try to Increase Student's
Self Esteem?" Assignment Given, Due: Sept 25th

Sept 20th Social & Moral Development, cont.
"Emerging Synthesis in Moral Education," "Developmentally
Appropriate Television: Putting Children First" articles in packet
DAP Television Assignment Given, Due: Oct 2nd

Sept 25th Social & Moral Development, cont.
TAKING SIDES DEBATE: SELF-ESTEEM

Oct 2nd Learning & Intelligence: What are they?
Woolfolk p 200-203
"What does it mean to be smart?" "The First Seven" Articles in packet

Oct 4th Behaviorism
Woolfolk p 203-234; 323-329

Oct 9th Behaviorism, cont. & Social Cognitive Theory
** "Science of Learning and Art of Teaching" article in packet

Oct 11th Information Processing
Woolfolk, p 238-273
**"Instructional Psychology" article in packet

Oct 16th Constructivism
Woolfolk, p 329-361
** "Challenge of Sustaining a Constructivist Classroom Culture"
article in packet
Lesson Plan Assignment Given, Due: Oct 25th

Oct 18th Motivation & Discipline
Woolfolk, p 365-397; 459-466

Oct 23rd Motivation & Discipline, cont.
"Clarifying Behavior Management Terminology" "Achievement Motivation"
articles in packet

Oct 25th Stand and Deliver Movie
Taking Sides: "Do Rewards Facilitate Learning?" Assignment Given, Due:
Nov 1

Oct 30thStand and Deliver Movie and Activity

Nov. 1st TAKING SIDES DEBATE
Diversity: Gender
Woolfolk, p 174-179

Nov 6th Diversity: SES
Woolfolk, p 160-165
"Children of the Garden Island" "Understanding Cultural Diversity and
Learning" articles in packet

Nov 8th Diversity: Cultural/Linguistic
Woolfolk, p. 155-159; 165-174; 180-195
"Multiculturalism at a Crossroads" article in packet

Nov 13th Diversity: Abilities
Woolfolk, p 105-151
"Adapting Curriculum & Instruction in Inclusive Classroom" "Good
Questions to Ask when a Child with Developmental Delays joins your
class" articles in packet
Taking Sides: "Is full inclusion always the best option?" Assignment
Given, Due: Nov 27th

Nov 15th GUEST LECTURER

Nov 20th GUEST LECTURER

Nov 22ndNo Class - Thanksgiving

Nov 27thTAKING SIDES DEBATE
Assessment
Woolfolk, p 521-587
"Understanding Test Scores"

Nov 29th Assessment, cont.

Dec 4thEnvironment
Woolfolk, p 438-460
Rivlin & Weinstein article in packet

Dec 6th Environment, cont.
Group presentations of environment in class project
Final Exam Distributed, Due: Dec 15th

Dec 15thFINAL EXAM DUE by 5 pm

Class Assignment Due Dates Summarized:

Sept 11th: Journal Article Assignment Due
Sept 20th: Textbook Critique Due
Sept 25th: TAKING SIDES DEBATE: Self-Esteem
Oct 2nd: Television Assignment Due
Oct 25th: Lesson Plan Assignment Due
Nov 1st: TAKING SIDES DEBATE: Reward
Nov 27th: TAKING SIDES DEBATE: Inclusion
Dec 15th: Final Exam Due by 5 pm

Lab Assignments:

Reflective Papers on topics below and due dates:

LAB 2 Social Development Observation
LAB 3 Learning Theory Observation
LAB 4 Motivation Observation
LAB 5 Discipline Observation
LAB 6 Environment Observation