Education | Web Based Educational Psychology
P251 | 5576 | Kenin Krieger
1. Textbook: Ormrod, J. E. (2000). Educational Psychology: Developing
Learners. (3rd ed.).Upper Saddle River, NJ: Prentice Hall.
This book can be obtained from the TIS Bookstore. For those students
not in the Bloomington area, TIS can arrange to send the text to you.
They have a toll-free phone number especially for distance learning
students: 1-800-238-1229. You can also email them at
2. Course Packet: Available at TIS as well.
P255 Course Meeting Place: http://oncourse.indiana.edu
M101/M202 Course Meeting Place: http://oncourse.indiana.edu
(we will use the following place as a resource only
The primary purpose of this course is to expand your understanding and
knowledge about educational psychology and its role in the classroom.
In almost every educational experience both formally and informally,
psychology is involved in some way. As we address the various facets
of the literature, you will come to understand how and why educational
psychology is a part of each and every learning experience.
Through this course, you will survey the literature, which introduces
major concepts, theories and issues in the field, as they relate to
human learning and development. This information will help you in
formulating answers to such questions as-"How do students learn?" and
"How can I stimulate and further learning in my own classroom?" as
well as "What is teaching really like?" and "Do I really want to
become a teacher?"
The overarching goal of this class is to help prepare you as a teacher
and professional. The concepts that we will cover in this class will
be tied to the classroom so that you may enhance as well as cultivate
your knowledge and skill base for future use in your own classroom and
professional life. I also hope to encourage and foster your own
personal development, as you undertake one of the most important roles
in our society-that of an educator.
1. To develop professionalism as an educator.
2. To gain an understanding of theories, concepts and ideas in
3. To apply these theories in your personal and professional life.
4. To gain a solid foundation of knowledge in student development and
diversity as well as learning and understanding the instructional
COURSE REQUIREMENTS AND EXPECTATIONS
Participation and Attendance
There is not a traditional meeting time for our web-based course.
There are 4 in-class meetings, though, that you will be required to
attend throughout the semester (two orientation meetings, one mid-term
check up, and the final class session). You are expected to make
regular postings on Oncourse for each unit and turn assignments in
when they are due according to the schedule. Participation is required
for this course and is part of your grade. Postings, discussion
questions and general correspondence may all be found and made on
Oncourse (http://oncourse.indiana.edu). The lab section's assignments
may be found at this place as well. You may familiarize yourself with
this educational tool by utilizing the tutorial (for the IUB campus).
The course outline for the lab section of the course can be found in
your M101/201 lab section on Oncourse. We will be going over this tool
in our meeting on Saturday, September 1st from 9:00am-noon in the
School of Education's auditorium, Room 1120.
You are responsible for the assigned readings PRIOR TO the dates that
they are covered in class. So, please be prepared and ready to
participate in the learning process. Check the unit outlines on
Oncourse for further details.
I also expect that ALL assignments for P251/4/5 be turned on by Sunday
at midnight at the end of the unit date (see outline). I will not
accept work late unless you have an EXCUSED (sickness or death in the
family) absence. I understand that computers crash, homework gets
lost, etc., but I still expect you to turn in work by the date and
time that it is due. I suggest that you back up all of your work on
disk and in your student locker so that problems do not arise for you
later. If Oncourse is down for some reason, or we have any kind of
technology failure, I will not count work as late as long as it gets
to me by Monday by midnight of the assigned week as opposed to Sunday.
This exception is only made for technology problems.
You will be expected to post your ideas at least 2-3 times weekly in
order to receive full credit for participation each week.
Each student will be a "facilitator" for the course discussions for
one unit in both lab and P251/4/5. There may be more than one
facilitator and wrapper (see below) for each unit. If this is the
case, the duties will be shared equally and determined by the
facilitators/wrappers. When you are facilitating the discussion, you
will be assessed on your
1. ability to ask relevant, thoughtful and meaningful questions,
2. which further the class discussion. Also, you will need to
3. provide feedback/questions/thoughts on a regular basis
for that unit at least every other day if not more in order to receive
the full credit. You have a lot freedom to determine how you would
like to structure your questions, feedback, etc. as long as it is
professional and relevant for the unit that we are covering that
particular week. I will assign points for this assignment.
Each student will also be a "wrapper" for a unit. Therefore, each
student will have the opportunity to be the facilitator and wrapper
once each time for both lab and class. These roles count toward your
overall participation grade. You will need to let me know the first
week of class if you cannot be either role for a certain
unit/time frame. I will assign the roles after the first week for lab
and P251/4/5. This way, you may observe what I do during the first
week and throughout the semester in terms of discussion and closing
units. In sum, I will always post unit questions, but it is the
facilitators who will pose initial reactions and questions while
wrappers will post final thoughts and summarize the unit. Wrappers are
responsible for synthesizing discussions and incorporating creative,
analytical, and practical-thinking skills into the classroom by
following these main points:
1. Main concepts for the unit;
2. Things to think about; and
3. Questions for future learning.
**The wrapper will do a mini-wrap of the Unit on the final Wednesday
of the Unit by noon, and a final wrap by Friday at 5:00pm. The
mini-wrap will leave time for final thoughts and questions before the
end of the Unit.
Your weekly participation grade will still depend on your
participation, but your facilitator/wrapper roles will lower or raise
that grade depending on how to do in relation to the above stated
criterion. These roles are in addition to your being a student who
participates in the class.
Your participation in this course goes beyond the frequency or
quantity of your contributions. The thoughtfulness and quality of your
postings will be the most important factor. Consider the following
Alan "GOOD" student: Alan posts to the forum quite often. In fact, he
has posted more times to the forum than any other person in the class.
However, his postings are typically quite brief and include phrases
such as: "good job!," "sounds good to me" and "I agree."
Thelma "BETTER" Student: Thelma is a good student but often doesn't
take the time to think critically about the issues that are being
discussed in the forum. Her postings in the forum tend to be quite
long. They usually summarize ideas that have already been contributed
to the discussion without adding new insight. In fact, her postings
rarely contain any new ideas, most students just skim her
contributions and rarely does anyone comment on her postings.
Anne "BEST" Student: Anne contributes frequently to the course
discussion. It is obvious that she has carefully thought about the
issues that are being discussed. Her comments to others postings
provide a good critique of their ideas and often take the discussion
to the next level by sharing her own perspective. Anne incorporates
creative, analytical, and practical-thinking skills into her
discussion postings. She also is careful not to make blanket
generalizations and often uses citations from the literature to back
up and support her ideas.
Because of the nature of this course, you must make weekly
contributions to the course and keep up with the assignments in order
to have a successful course this fall. You will receive credit toward
your participation grade if you have responded in a thoughtful and
timely fashion each week (not posting the night before the end of a
unit, etc.). If you do not post every week 2-3 times and contribute to
the discussion, this will most definitely have a negative effect on
your overall participation grade.
*In sum, I will assess your participation on a weekly basis by
utilizing a good, better, best system as outlined above. You will
receive an "A" for best postings, a "B" for better postings, and a "C"
or for good level postings on a weekly basis. You will receive a "D"
or lower for not posting. The average of these weekly grades will
factor into your final grade as well as your successful completion of
the facilitator/wrapper roles.
This is an important part of our course. You will be required to read
the guidelines provided by the IU School of Education on netiquette at
http://www.education.Indiana.edu/%7Eicy/netiquette.html during the
first week of the course.
All written work assignments are due by the last Sunday of a unit by
midnight for P251/4/5. Any assignment that is not turned in on the
date that it is due will be lowered 10% for every 2 days that it is
late. Class assignments that are not turned in will be counted as a
zero unless the student has official documentation about the
extraordinary circumstances that prevented the student from completing
the assignment on time. Exceptions will only be made for technology
problems. If this occurs, assignments may be handed in Monday by
midnight without a penalty.
You will turn in assignments via an attachment to my IU email account:
email@example.com, and I will grade them electronically and return
them to you via email. This will ensure some degree of privacy with
You may use my IU email as a last resort for correspondence, though,
as I will check Oncourse everyday for questions/concerns so that might
be the best option in terms of reaching me in a timely way. I also
have virtual office hours so that you may reach me at that time if
needed as well.
Every student will schedule an appointment to meet with me during the
week of Oct. 1st-Oct. 12th for 15 minutes. At that time you will ask
questions about your portfolio, the class, etc. IF YOU WILL NEED MORE
THAN 15 MINUTES, PLEASE LET ME KNOW. You will also have an evaluation
on the course to complete at this time and return to me. For those
students who are not in Bloomington, we will arrange something via
snail mail or email if we need to do so.
You are required to read and adhere to the Indiana University Code of
Student Ethics policy on academic dishonestly and plagiarism.
As the instructor of this course, I reserve the right to make changes
to the syllabus as needed. I will inform students of these changes at
the earliest possible date.
A-Outstanding performance; excellent command of the course content;
B-Good, solid work; good command of the course content
C-Met minimum requirements; satisfactory performance; average command
of course content
D-Marginal: below average command of course content; minimally
F-Unsatisfactory performance; inadequate knowledge of the course
2 quizzes (5% each quiz) 10%
Class Presentation 10%
Peer evaluation 5%
Interview with a teacher 10%
Mid-term Theory Paper 20%
Resume/Curriculum Vitae (M101/201) (include in portfolio also) P/F
Portfolio (date)-which includes:
1. Reflection Paper 10%
2. Teaching Strategy 10%
3. Field Experience Journal (see M101/201) P/F
4. Resume (2nd version-revised) P/F
*Other assignments such as the introduction letter, theory paper,
observations, etc. may be included in your professional portfolio when
you interview for a teaching position in the future, but you do not
need to turn them in again in your portfolio for this course.
2 Observations of the Classroom (M101/201)
All assignments in both the lab and classroom sections of this course
are to be typed, using 12-font and double-spaced. They should be proof
read and grammatically correct. Your name or ID number should ONLY
appear on the LAST page of ANY and ALL assignments. This ensures some
degree of objectivity in the grading process.
We will have 2 "pop" quizzes that I will post and have you submit to
me during the semester. There might be T/F, multiple choice, short
answer and fill in the blank questions. This will obviously be a
open-book test, but you may not consult with any other student. They
will most likely be 10-20 point quizzes.
For this assignment, each group will prepare a 4-6 page paper on the
pros and cons of a hot topic that is decided upon by the group,
present their topic to the class, and submit peer evaluations at the
end of the assignment.
Ideas for hot topics are listed below. This paper should follow some
type of writing style (APA, MLA, etc.) and is required to have at
least 3 creditable (journals, periodicals, books, etc.) sources listed
in the reference section of the paper. It should have the following
sections, centered, in bold in the paper: Introduction of the Topic,
Pros and Cons, Conclusion, References (separate, final page). I will
use the grading rubric for the paper that is in your course packet.
This paper will be graded on a 100-point scale.
The group will then prepare a succinct report of their topic (pros and
cons) as well as discussion questions for the class to answer
throughout the week. Full credit will be awarded to those groups who
thoughtfully prepare and participate in the class discussion. If your
hot topic is due during Unit 5 for example, you MUST have the paper
turned in by the end of that week on Sunday as usual, but THE
DISCUSSION QUESTIONS AND SYNOPSIS OF THE HOT TOPIC ARE TO BE POSTED
THAT MONDAY BY 8:00AM. This is so that we can spend the week talking
about your topic. You will have to prepare for this ahead of time, but
you may turn in your paper on Sunday by midnight. The discussion will
be graded on a 50-point scale, and a rubric will be provided for you.
The group will also evaluate themselves and each other's participation
in this group activity through the use of a peer evaluation form that
will be provided to you. Each member will be evaluated on his or her
participation in the paper and discussion portions of the assignment.
You will also need to assess your own participation as well.
Each member of the course is required to participate in these
discussions as well as the regular class discussions following the
above stated criterion. This will count toward your participation
grade for the week. I will assign groups of 3-4 to 6 different weeks
of the course. I hope that this will add an interesting dynamic to the
course, while informing us all on what is being heavily debated in
schools in the 21st century. Your weekly assignments and groupings are
posted on Oncourse. Find out when you are scheduled to present and
contact your group members ASAP. You will be able to communicate with
one another via your groups on Oncourse. You will need to delegate the
responsibility equally in order to receive full credit on your peer
You may want to take your hot topic week into account when you are
thinking about facilitating and wrapping weeks. Facilitators and
wrappers are NOT responsible for covering hot topic discussions. Once
your group has chosen a topic, please let me know because only one
group may cover any given topic. Therefore, once a topic has been
taken, it will be removed from the possible list (first come first
served). Possible topics include but are not limited to the following:
Voucher Programs Charter Schools
Inclusion Classroom Management
Parent-Teacher Conferences Bilingual Education
Teaching Styles School Violence
Rewards/Punishments Working with Families
At-risk Students Tracking
(drop out, truancy, etc.) Disabilities
Political Views on Education Peer Mediation
**You may ALWAYS contact me if you have questions/concerns about
anything in this course.
Interview with a Teacher
Please find a teacher that is currently teaching the grade that you
are interested in teaching and interview him and her about their
current job. You may want to contact a school and speak with a teacher
in order to set up an interview time with him or her. This is a great
way to meet teachers and possibly make connections now at places that
you are interested in working in the future. This will be graded on a
Please cover the following areas in your interview write up as well as
any areas that are of interest to you: occupation, name of school,
number of years working at that school/grade level; educational
background; relevant experiences; advice for you. Your write up should
follow the guidelines that are included in bold above. This assignment
will be 1-2 pages. On the date that it is due, please post a brief
synopsis (1 paragraph) about your teacher for the class. Include
things that would be interesting to know as future teachers.
This 2 to 4-page paper will involve two of the major theories that we
have covered in discussion or in the textbook. You may chose two of
the theorists in the book and compare and contrast their theoretical
orientations in this short paper. Include examples of the theories in
your write up, as you would witness them in real classroom situations.
Conclude your paper with a critique of the theories and there
applicability to the classroom. This paper should include the
following headings: Introduction, Compare/Contrast Section, Examples
from the Classroom, Conclusion. This paper will be grade using a
100-point scale by utilizing the writing rubric in your course packet.
Portfolios are becoming an increasingly popular way for teachers to
present themselves to future employers. This will be the beginning of
such an endeavor for you, as you continue to add to your own personal
portfolio over time.
The portfolio will include the items listed below. Be sure to present
them in organized and professional fashion just as you will to your
Please note-I encourage you to get feedback from me about these
assignments before the due dates to see if you are on the right track.
Of course, you have to do this at our mid-term check in, but you may
do this throughout the semester as well.
1. Reflection Report
This will be a 3 to 4 page assignment. It is designed to help you
become a reflective thinker about yourself, your views, and your role
as an educator. You may answer some of the following questions for
this assignment: What do you consider to be the necessary aspects of
excellent teaching? What qualities are important for a teacher?
Utilize what you have learned throughout the semester as support for
your answers to these questions. You may include references. The
following subject headings may be included in your report (the same
format as your hot topic paper, but chose headings that apply to you;
or you may create your own): Introduction, Thoughts and Feelings about
Teaching, Personal Qualities, How I can Use What I Have Learned, Great
Teaching: What Does it Take?, Conclusion.
You may also wish to include your own personal strengths and
weaknesses as you see them now in relation to how you answer the above
stated questions. If you think you need to have empathy to be a good
teacher, is that a strength that you possess? How? This paper is an
opportunity for you to think about yourself in relation to a) what you
have learned about teaching this semester and b) what you believe a
good teacher to be like. Spend some time developing your own personal
view on teaching and being a teacher. Again, if you want to talk about
this assignment, I would be glad to do so. This will be assessed on a
100-point scale, which follows the writing rubric in your course
2. Teaching Strategy
It should be 5-7 pages following the above stated requirements.
Chapter 13 of our text outlines different teaching strategies for you.
Chose a grade that you would like to teach and develop a lesson plan
and teaching strategy that you would use to teach that lesson. Please
first have the lesson plan, and then include a discussion section in
your paper where you will talk about your lesson plan and its
implementation. I really like the example on pages 530-531. Feel free
to consult and model your lesson after this plan, or any other style
that works for you.
The purpose of this assignment is to begin to learn about what should
and does go into a great lesson! There are different types of
instruction and learning, so pick one that seems applicable to your
grade and lesson, and tell me why you chose that style. Be sure to
fully explicate the reasoning behind why you are doing something in a
certain way, as that should be how you structure the discussion
section of this assignment. It is always important to support and back
up your claims, assumptions, and/or ideas in your professional
writing. This paper will use a 100-point scale and the writing rubric
3. Journals (M101/201)
According to Snowman and Biehler (1999, p. 15), "Reflective teachers
are constantly engaged in thoughtful observation and analysis of their
actions in the classroom before, during, and after interactions with
Please reflect upon your field experience in 1 to 2 pages for this
assignment in addition to your journal entries. This may include class
discussions, personal thoughts, etc. from the entire semester. Also,
in this section of your portfolio, you should include ALL log
entries/observation reflections that you made during the semester.
4. Resume (M101/201)
Corrections should be made from the first submission for this final
M101/M202 Course Meeting Place: http://oncourse.indiana.edu
**A complete description of this aspect of the course can be found at
our meeting place, which is listed above. You will find a break down
of the Units and postings/discussions in detail.
Journals (to be turned in with your portfolio)
M201 Grading Scale
Each assignment will be grading on the following scale:
Pass-A or B work (see grade break down above)
Fail-anything lower than A or B work (see above scale)
The policies that are listed for P251/4/5 also apply to M101/201.
Please see the beginning of the syllabus regarding any policy
questions that you may have for M101/201.
*You will turn in all assignments to me via my IU email (kekriege).
This will, hopefully, keep things simple for us.
Discussions in Lab
We will have lab discussions on Oncourse in your M101/201 section. We
will also use the ILF (Inquiry Learning Forum) website as a resource.
You will find this site to be very useful to you now and perhaps later
in your career. It is designed specifically for teachers. We will use
this site for assignments such as observing classroom teaching,
applying theory to the classroom, and other such applicable
activities. Always attempt to comment on the applicability of the
theories and readings that we are covering in class to your field
experiences in the classroom. It will be very useful for you to begin
to see how what you are learning applies to everyday teaching
situations. The same contributions are expected in this forum as well.
Please consult Oncourse for additional assignments as the lab outline
will be posted there.
You will construct a resume or vitae, which should include your
experiences up to this point. We will cover what a good resume or
vitae should look like prior to the due date. Please include your
vitae/resume in your portfolio at the end of the semester with
corrections for your final grade. I will post my Vitae and a few other
examples along with some notes on resume building on Oncourse. My
vitae and a sample resume can be found on homepage
This assignment involves two observations, 2 to 3-pages each that you
will make in the classroom that you are assigned to in the beginning
of the semester. They will be due during the semester as part of your
lab grade. You may observe and write about any interaction that you
witness between the teacher and a student or the teacher and the
entire class. For instance, you may want to select an incident that
occurs in the classroom either positive or negative. Please have an
observation and inference section of your paper and keep them
separate. Stick to just recording what you witness about the
student'(s) cognitive, emotional, social and physical makeup during
the interaction, and then also include the inferences that you made
about the student(s) and teacher apart from just what you witnessed.
You can look at it as keeping the facts separate from your opinions.
You may include the following headings in your observations:
Introduction, Observations, Inferences, Conclusion. You may be
required to post a synopsis (1 paragraph) of your observations for
discussion throughout the semester.
***Every assignment for P251/4/5 on this course outline is due by the
last day of the unit (Sunday) by 12 midnight via email submitted to my
IU account via an attachment.
**Every assignment for lab M101/201 is due Thursday by 8:00am.
Postings must be made by that time for LAB, and assignments must be
turned in for full credit via my IU email by that time as well.
Week of 8/27/01-9/2/01 Introduction & Course Orientation
Required Readings: Chapter 1; Why we process activities-course packet
-Tour Oncourse and M101/201 ILF resource (register at ILF at
-Review Netiquette rules at
-Update Student Profile on Oncourse by going to
http://oncourse.indiana.edu, then click on IUB; Login with your IU
username and password. You should now see the user profile page. Click
on create/edit contact information. Enter the requested information.
In the "other information" text box, of special interest is where you
live, what your work and education experiences are, unique things
about you, and why you are taking this course. Please post a photo to
Oncourse as well. You must do this by providing a URL that points to a
photo that you have uploaded on a Web server somewhere. Oncourse
provides 100MB of storage space for your private use. No one can
access the files in your Oncourse "File Manager" unless you give them
the URL of a particular document. To upload your picture go to "User
Profile" in Oncourse then under "My Tools" choose "My File Manager".
To upload the file, pull down the menu and choose "upload". Browse for
the file on your hard drive or A drive. Once you've found it, choose
"upload now". When the upload is complete, the computer will give you
a URL for the picture. Go back to your profile and add the picture URL
in the appropriate empty box - and there you are! If you experience
problems, let us know and we can help. I am also going to have a
digital camera at our first meeting, so I can take a picture of you
then if you prefer. THIS IS NOT REQUIRED.
-Complete the background information survey
You can fill out this simple survey which will allow us to get to know
you better by going to the Tools icon in your Oncourse environment .
From there choose "Oncourse Tests and Surveys" and select the
background information survey.
-Scheduling (Hot Topic and Discussion Facilitator/Wrapper)
You will need record your group member's names and the week that you
presenting before informing me about your availability for the
facilitator/wrapper roles. You can do this in the Oncourse environment
at "tools" and the survey function (similar to the background survey).
You will see the groupings posted and you may contact me about your
schedule during the first week. You will have 1 facilitator and
wrapper role for class AND lab. So, you will be a facilitator 2 in all
and a wrapper 2 in all, once in each forum.
This week we will spend some time in the discussion forum getting to
know each other and getting comfortable with the Oncourse environment.
In the "Class Orientation" discussion forum in Oncourse, introduce
yourself to the class by choosing 8 nouns that describe you. Explain
why you chose each noun. Comment on one or two of your colleague's
In the "Expectations" discussion forum in Oncourse, post two or three
expectations that you have for this course. Think about what you hope
to gain from your experience over the next fourteen weeks.
***-Attend Meeting on 9/1/01 from 9am-12 (Mandatory) in the SOE
Auditorium. Here you will find out about your required