Education | Educational Psychology for Teachers
P254 | 5726 | Maggie E. Magoon


REQUIRED READINGS:

Snowman, J. and Biehler, R. (2000). Psychology applied to teaching
(9th Ed.). Boston, MA: Houghton Mifflin.
Selected readings on reserve at the library such as:

A.  Abbeduto, L. (2000). Taking sides: Clashing views on controversial
issues in educational psychology. Guilford, CT: McGraw-Hill. This will
be used for in-class debates. Several P254/P255 classes have this text
on reserve. If mine is in use, you may want to check out one of the
others.

B.  Articles covering hot topics in education may be put on reserve.

PHILOSOPHY

Teacher education is vital to the future of the nation and world.
Indiana University prides itself in a strong, rigorous School of
Education including its many Teacher Education programs. During
Instructor orientation, it was stated that our inquiry-oriented focus
means that we are moving from telling, showing, giving future teachers
information to opening their minds to the literature in the field,
impressing upon them that debates in controversial topics and
appreciating conflict in intellectual matters is extremely important.
Learning to deal with difficult issues, engaging students, and
creating an atmosphere where future teachers become independent
thinkers and inquirers will generate a lifelong quest for intellectual
curiosity which will maintain the standards that Indiana University
hopes for its future teachers.

COURSE DESCRIPTION/OBJECTIVES:

The P25X courses survey the major theoretical perspectives and
research findings in the study of development, cognition,
intelligence, individual differences, cultural diversity, motivation,
classroom management, and assessment. Since this is a combined class,
the course will cover an "all grade" range. However, it is expected
that assignments completed by P255 students will focus on topics
specific to teaching middle and/or high school students. This course
also acquaints students with current controversies, research methods,
and applied issues in teaching.

The primary goals of this course are:

1.  Gain exposure to the field and major theories of educational
psychology that will allow future teachers to apply this information
in their classrooms.

2.  Enhance understanding of reading material through critical
discussions in lecture and lab.

3.  Develop a personal Philosophy of Education and note the evolution
of this personal identity as a professional throughout the duration of
the semester.

4.  Acquire tools that facilitate learning to teach (i.e., content
knowledge, research in the field, etc.).

COURSE EXPECTATIONS:

1.  Attendance and participation is extremely important. You have one
"freebie" absence each in class and lab. Each additional absence will
count 10 points off your attendance/ participation grade in class and
15 points off your attendance/participation in Lab. Absences should
never be assumed to be excused. If there are absences in addition to
your "freebie," it must be due to major life circumstances (illness,
hospitalization, death, etc.). A written medical excuse or proof of
circumstance will be required. If you are unsure if the absence will
be excused, contact me. (Both class and lab attendance policies begin
September 5  as the first week is drop/add week).

2.  Complete assignments as scheduled. For each day an assignment is
late, 10 points will be deducted from the total possible points for
that assignment. Missed assignments will receive a zero.

3.  Read assigned material prior to class and be prepared for
discussion.

4.  All writing assignments should be in APA style. The library has an
American Psychological Association Publication Manual for your use.
All sources (references) should be listed.

5.  Learn to collaborate with your professional peers by actively
participating in class discussion and group activities, taking
responsibility to grow as a professional by utilizing this material.

COURSE ASSIGNMENTS AND GRADE REQUIREMENTS:

Your course grade will consist of the following:

100 pts (20%)     Participation and Attendance (see attendance policy
above in Course Expectations). Participation includes making
contributions and active involvement in class and lab activities,
group projects, and discussions.

100 pts (20%)    In-Class Debates  Students will participate in
debates concerning current topics in education. Debate teams
consisting of at least two students each will debate the pros and cons
of a topic chosen the second week in the semester (a sign-up sheet
will be distributed. Students will be required to choose at least
three topics they will debate throughout the semester). The first team
will be chosen by coin toss and will have 10 minutes to speak, the
second team will then speak for 10 minutes, followed by a two minute
rebuttal by the first team if requested.

Reflections  Debate reflections will be completed in the last five
minutes of class. Each student will be given a blue book to be
returned each day (Final collection on December 5). Students
participating in the debates should include: describing/rating
preparation, content, and performance for themselves, their partner,
and the opposition. Students not participating in the debate should
rate the preparation, content of information presented, and the debate
teams' performances as well as a short response of their own position
on the topic. Debate reflections should be one to two paragraphs
(maximum one blue book page).

Your grade for the debates/reflections will be based on preparation,
content, and performance during the debate as well as your
reflections. If you prepare for your debate and you give thought to
your reflections, you will receive a . If preparation is lacking,
presentation is poor, and reflections lack depth, points will be
deducted. This portion, in particular, speaks to the philosophy
discussed at the beginning of the syllabus. I will be looking for
critical, independent thinkers who are intellectually curious and are
willing to become engaged in the topic and with fellow students.

100 pts (20%)  Midterm exam in the form of multiple choice and short
essay questions (content on exam TBA). October 3, tentatively.

100 pts (20%)  Final exam in the form of multiple choice and short
essay questions (content on exam TBA  but not cumulative). December
14

100 pts (20%)  Final Project  This project includes two requirements
listed below. Please submit them in a small binder or folder. The
total project should be a minimum eight pages, maximum 16 pages.
December 7

Evolution of Your Personal Philosophy of Teaching  At least three
entries will be required. The first entry will be completed during the
first day of class. Suggested completion dates for second and third
entry are 10/16 and 11/30 so there is a range of your progress. Your
final entry should be a formal Philosophy you would be willing to give
to an employer. These should answer such questions as: Why do you want
to become a teacher? What is gratifying about becoming a teacher? How
will you motivate your students? How will you incorporate diversity
and sensitivity to students who do not have the same background as you
do? What are your beliefs about teaching and what makes a "good
teacher?" How will students, parents, and peers impact your daily
teaching activities? How do teachers touch the lives of young people,
professional peers, and the community? What kind of teacher will you
become? These should be no longer than two pages per entry.

Short Theory Paper  Compare and contrast at least two theories you
learned during this course.  Include examples when you have seen these
theories applied or wish to apply them in the classroom. This should
be 5-10 pages.


TOTAL: 500 POINTS

LETTER GRADES/POINTS/PERCENTAGES:

A+  490-500 (98%) B+ 435-449 (87%) C+  385-399 (77%) D+  335-349 (67%)
A   470-489 (94%) B   420-434 (84%)C    370-384(74%) D   320-334 (64%)
A-  450-469 (90%) B-  400-419 (80%)C-  350-369 (70%) D-  300-319 (60%)

M201  Laboratory and Field Experience

The lab/field experience associated with the P25X courses are designed
to give you practical experience in the classroom, an environment in
which you can return to your peers to discuss what you have observed,
as well as the opportunity to explore your philosophy of teaching. By
experiencing first-hand the inner workings of a classroom, you can
investigate your personal and professional beliefs about teaching,
classroom management, diversity, and many other current topics in
education, as well as integrating theories and course content into
real-world experience.

Since M201 is a pass/fail lab, you must meet the following
requirements to pass:

1.  Acquisition of 12 hours of field experience.
2.  Completion of Reflective Field Journal.
3.  Completion of lab assignments.
4.  Attendance in lab (one "freebie"  see above Attendance policy).
5.  Active participation in class and small group discussions. Come to
lab prepared to ask/answer questions, give/get feedback, and
experience/give peer support for observations.

Reflective Field Journal

While you are in your classrooms, take 20-30 minutes to reflect on
what you have observed. Write a  1-2 page journal entry each visit,
which should include: the date; time; what you have observed;
strengths and limitations of the classroom, teachers, administration,
etc.; and anything interesting you would like to share. How will this
help make you a better teacher? What have you seen that you might use
or not use in your classroom? Submit all entries December 5 in a small
binder or folder. A copy of your student time sheet will serve as your
cover sheet. You are expected to complete these while you are in the
class or soon thereafter. Use this experience to learn and truly
reflect on what you have observed. DO NOT WAIT UNTIL THE END OF THE
SEMESTER OR YOU WILL NOT REMEMBER WHAT YOU OBSERVED.

Lab Assignments

1.  A Letter of Introduction which will be sent to your Cooperating
Teacher (Due September 5 in Lab). See attachment for instructions.

2.  Choose two of the following assignments (Due September 21 and
November 28). The written response should be 2-5 pages for each
assignment. They should summarize what occurred, include your personal
and professional reflections, and relate to course content.

A.  Group project  3-4 students choose a topic to teach the rest of
the class (prior approval of topic required).

B.  Interview a teacher who teaches the age range you are planning on
teaching (ask about philosophies, theories, beliefs, what makes a
"good" teacher, etc.).

C.  Interview a principal at a school with your age range in mind (ask
about philosophies, theories, beliefs, what makes a "good" teacher,
etc.).

D.  Interview youth in the age range you will teach (ask them what
they think makes a "good" teacher, what they want/expect from a
teacher, etc.).

E.  Interview your peers  preferably someone who is doing or has
completed their student teaching, but you may ask another M201 student
(ask about philosophies, theories, beliefs, what makes a "good"
teacher, what they have observed, etc.).

F.  Observe a teacher other than your cooperating teacher or myself
(what philosophies, theories, beliefs are they using, what did you see
that will help you become a "good" teacher)?

G.  Attend a workshop or conference regarding teaching practices,
training new teachers, etc. (prior approval required).

H.  Observe a group of youth other than those in your field experience
 this must be in a public place such as a mall, store, etc., (what do
you see that is similar or different than the developmental theories
we have studied, how might their current actions fit into or change
their classroom behavior, success, limit them, etc?).

I.  Attend a workshop, conference, presentation, etc., that focuses on
international education, gender, race/ethnicity/multicultural issues,
people with disabilities, diversity/sensitivity training in general,
etc., (prior approval is required). What did you learn? How can this
help open your mind to alternative teaching methods?

J.  Volunteer to work with a program serving the age range of youth
you will eventually teach (prior approval required).

K.  Watch a movie in which you reflect upon the teaching techniques
used, learning methods, or the developmental or psychological
information that may pertain to teaching (prior approval is required).

L.  I am open to other suggestions you have along these lines  just
run them by me first.

GRADING:
Attendance/Participation    15 points
Reflective Field Journal      40 points
Letter of Introduction          5 points
Two written Lab assignments  40 points
TOTAL:                          100 points

Since this is a pass/fail lab, you must obtain at least a letter grade
of "C" to pass (74%). Grading procedures are consistent with class
(-10 points each day late). HOWEVER, you must complete all assignments
to pass (i.e., you can still receive a failing grade if you only
complete the two 40-point assignments, etc.). Additionally, you must
also receive satisfactory ratings in your field placement.
Consistently unsatisfactory ratings will be investigated and a failing
grade may be given regardless of your Lab grade. See below for
placement guidelines.

SPECIAL NOTE:
Presence in an outside classroom means responsibility. How you act
influences not only the teachers' and principals' perceptions of you,
but of the whole teacher education program at Indiana University.
These teachers and principals have been kind enough to open their
classrooms to us so we should return the kindness by presenting
ourselves in a favorable way, including your behavior in the classroom
as well as your promptness and courtesy. Many of you will be observing
students who are not much younger than you are. You are now part of
the teaching staff, not a peer to the students. Remember to dress and
behave in a professional manner.

Your cooperating teacher has been informed of the requirements of your
field observation. 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, grading papers, to room
decorating. They have also been told they can ask you to teach a small
lesson, but they are to give you plenty of preparation time. The
teacher you visit may be nervous with you in his/her classroom, and
the students may behave differently knowing there is an "outsider"
present. Please expect this, and remember that the teacher sets the
rules in the classroom and will depend on you to serve as a role model
for the students.
SEMESTER SCHEDULE

DATE          TOPIC                             ASSIGNMENTS

August 29  Cover Syllabus                  In-Class Evolution of
Philosophy of Teaching (EPT) (turn in  w/final project)
Sign up for Debates
Lab-Shana Baird

August 31  Applying Psychology to Teaching
Becoming a Better Teacher by Becoming a Reflective TeacherCH 1 & CH 15

September 5  Stage Theories of Development           CH 2
Debate: Issue #5
Lab-Syllabus "Quiz"

September 7  Stage Theories of Development           CH 2
Debate: Issue #6
Lab-Letter of Intro due

September 12  Age-Level Characteristics              CH 3

September 14  Understanding Student Differences      CH4
Debate: Issue #9

September 19  Addressing Cultural and Socioeconomic Diversity CH 5
Debate: Issue #3

September 21  Addressing Cultural and Socioeconomic Diversity CH 5
Debate: Issue #18
Lab Assignment #1 Due
Lab-Shana Baird

September 26  Accommodating Student Variability      CH 6
Debate: Issue #2

September 28  Accommodating Student Variability
Midterm Evaluations                                  CH 6
Debate: Issue #4

October 3  Midterm Exam

October 5  Behavioral and Social Learning Theories   CH 7

October 10  Behavioral and Social Learning Theories  CH 7
Debate: Issue #7

October 12  Information-Processing Theory            CH 8
Debate: Issue #11

October 17  Information-Processing Theory            CH 8
Debate: Issue #13

October 19  Constructivist Learning Theory, Problem Solving, and
Transfer                                             CH 9
Debate: Issue #8
2nd Entry to EPT (turn in w/final project)

October 24  Constructivist Learning Theory, Problem Solving, and
Transfer                                             CH 9

October 26  Approaches to Instruction                CH 10
Approaches to Instruction                            CH 10

November 2  Motivation                               CH 11

November 7  Motivation                               CH 11
Debate: Issue #14

November 9  Classroom Management                     CH 12

November 14  Classroom Management                    CH 12
Debate: Issue #17

November 16  Assessment of Classroom Learning        CH 13
Debate: Issue #12

November 21  Assessment of Classroom Learning        CH 13
Debate: Issue #15

November 23  NO CLASS  THANKSGIVING

November 28  Understanding and Using Standardized Tests CH 14
Debate: Issue #10
Lab Assignment #2 Due

November 30  Understanding and Using Standardized Tests CH 14
Debate: Issue #16
Final entry to EPT (turn in w/final project)

December 5  Cover Unfinished Business                Debate: Issue #1
(Final Debate Reflections )
Reflective Field Journals due

December 7  Questions about Final  End of Semester Party  Final
projects due
Class Evaluations
December 14

10:15-12:15  Final Exam

NOTE: The Instructor reserves the right to alter the syllabus as
needed. Changes in the syllabus will be announced in class or via
e-mail.
UNIVERSITY POLICIES:

1.  All policies and regulations stated in the Undergraduate Bulletin
apply in this course. See the Code of Student Rights,
Responsibilities, and Conduct for information on academic misconduct,
harassment (race, ethnicity, gender, sexual orientation, sexual
harassment, etc.), and student disruption issues.

2.  Students must have a grade of C or better in order for the course
to count in their program.

3.  Incompletes are only given in the case of legitimate circumstances
(See Undergraduate Bulletin and/or Schedule of Classes for policy).

It is your responsibility to familiarize yourself with these policies
as soon as possible to protect yourself and the integrity of the
University.
DEBATE SIGN-UP SHEET
DATE                 ISSUE                TOPIC

Septtember 5         #5        Should schools try to increase
students' self esteem?
PRO:                    CON:
1.  T.Nofziger      1. T.Nelson
2.  L.Keck          2. L.Boggs
3.  B.Robinson

September 7           #6       Should moral education be part of the
school curriculum?
PRO:                    CON:
1. E.Deegan          1.S.R.Johnson
2. L.Saltzberg       2.H.Ward
3.B.Robinson

September 14          #9       Can Howard Gardner's Theory of Multiple
Intelligences transform educational practice?
PRO:                    CON:
1. C.Turpen          1. K.Mathew
2. T.Nelson          2.L.Boggs

September 19           #3       Should English immersion replace
bilingual education?
PRO:                    CON:
1. A.Lineberry     1.A.Honegger
2. K.Mathew        2.H.Ward

September 21          #18       Should U.S. schools be evaluated
against schools in other countries?
PRO:                    CON:
1. J.Johnson        1. J.Bowlby
2. C.King           2. M.Horodeck
3.S.R.Johnson       3. A.Deener

September 26           #2        Should ability-level tracking be
abandoned?
PRO:                    CON:
1. L.Saltzberg      1.E.Deegan
2.  E.Yelton        2.A.Lineberry
3.L.Boggs

September 28           #4       Is full inclusion always the best
option for children with disabilities? PRO:                    CON:
1. R.McCain          1.E.Anderson
2. S.Brunner         2.J.Bowlby
3.C.Walters          3.E.Pennington

October 10             #7          Do rewards facilitate learning?
PRO:                    CON:
1. J.Polowy          1. L.Saltzberg
2. E.Anderson        2.E.Yelton

October 12             #11        Do recent discoveries about the
brain and its development have
implications for classroom practice?
PRO:                    CON:
1. P.Klein           1.T.Nelson
2. E.Yelton          2.K.Mathew
3. A.Deener

October 17             #13        Should schools embrace computers and
technology?	
PRO:                    CON:
1. A.Honegger        1.M.Horodeck
2. T.Nofziger        2.K.Jones
3. N.Patterson       3.G.Schaefer

October 19             #8        Should schools adopt a child-centered
approach to education?
PRO:                    CON:
1. L.Keck            1.E.Maitlen
2. A.Deener          2.J.Wade
3.S.Ahlfeld            3.E.Pennington

November 7             #14        Is greater parent involvement at
school always beneficial?
PRO:                    CON:
1. J.Johnson         1.E.Anderson
2. J.Polowy          2.S.Ahlfeld
3.N.Patterson

November 14            #17         Can a zero-tolerance policy lead to
safe schools?
PRO:                    CON:
1. P.Klein           1.J.Johnson
2. C.King            2.T.Nofziger
3.E.Deegan           3.B.Robinson

November 16            #12         Is the Whole Language approach to
reading effective?
PRO:                    CON:
1. E.Maitlen         1.C.Turpen
2. J.Wade            2.C.Walters
3. G.Schaefer        3.S.Brunner

November 21            #15            Is IQ a useful educational tool?
PRO:                   CON:
1. R.McCain          1.J.Bowlby
2. C.Walters         2.L.Keck
3. S.Brunner         3.N.Patterson
4.K.Jones

November 28            #10           Will a push for standards and
accountability lead to more
motivated students?
PRO:                    CON:
1.P.Klein            1.E.Maitlen
2.C.King             2.J.Wade
3.S.Ahlfeld

November 30            #16           Will performance assessment lead
to meaningful education reform?
PRO:                    CON:
1. C.Turpen          1.A.Honegger
2.E.Pennington       2.K.Jones
3.G.Schaefer         3.S.R.Johnson

December 5              #1         Are single-gender classes the only
way to ensure equal educational
opportunities for boys and girls?
PRO:                    CON:
1. M.Horodeck        1.J.Polowy
2. R.McCain          2. H.Ward
3. A.Lineberry