Education | Educational Psychology
P251 | 5579 | Raymond Soh


Required Text:  Ormrod, J. E. (2000).  Educational Psychology:
Developing Learners (3rd ed.).  Upper Saddle River, NJ: Prentice Hall.

Course Description:  Educational Psychology is a survey course,
introducing students to broad, substantive areas related to teaching,
learning, and psychology. More specifically, the course focuses on how
students learn and how teachers can maximize student's learning. In
the classroom, teachers apply theoretical principles in the planning
and implementation of classroom activities.  The three components
(P251, M101, and field experience) will equip beginning teachers with
the latest theories of educational psychology as well as provide an
opportunity to experience practical application of this information at
the elementary school level.  Topics covered include: theories of
learning and development, motivation, creating productive learning
environments, approaches to instruction, and assessment of learning.

Course Objectives: The primary goal of this course is to help you
learn and apply educational psychology in your role as an educator
with elementary school students.  The course will achieve this goal by
pursuing the following objectives:
* To acquire a solid foundation of knowledge based on theory and
research in the field of educational psychology
* To gain a foundation of children's processes of thinking and
behavior
* To apply theories of learning and development to elementary
classroom
* To identify and develop knowledge and skills that are essential to
effective teaching.
Course Format and Policies:
Attendance:  It is very important that you attend every class as
lectures & class activities are designed to clarify the readings and
emphasize practical applications of text content.  Attendance will be
taken at every class.  If you have to miss a class, please inform me
beforehand via email or voicemail.  Do note that class will begin at
its scheduled time so that we will end on time.  Please be punctual.

Readings/Discussions: To gain maximum benefit from the class, read the
assigned texts prior to the date they are covered in class.
Discussions, activities, and assessments will be based on the
assumption that you have completed the assigned readings.  You are
responsible for all class contents whether you are present or not.
Assignments:  All written assignments are due on the due date.
Assignments must also be turned in before class starts otherwise it
will be considered a late paper.  There will be a deduction of 15
points per day for late papers (inclusive of the weekends).  Missed
activities will be counted as zero and no make-ups are possible unless
there are extraordinary circumstances which must be documented in
writing or you inform me well in advance.
Honor Code:  All policies and regulations regarding academic honesty
(e.g., cheating and plagiarism) as stated in the Undergraduate
Bulletin apply in this course.  If you are unfamiliar with these
policies, please read them immediately.
Syllabus Changes:  Certain portions of the syllabus may be changed.  I
reserve the right to make changes to the syllabus as needed.  In case
of any changes, I will let you know at the earliest possible in class
or via email.
Grade Expectations:
* Participation					100 points
* Exam 1						100 points
* Exam 2						100 points
* Exam 3						100 points
* Paper 1						100 points
* Paper 2						100 points
* Final Activity					100 points
Total							700 points
Grading Scale:
93-100% = A
80-82% = B-
67-69% = D+
90-92% = A-
77-79% = C+
63-66% = D
87-89% = B+
73-76% = C
60-62% = D-
83-86% = B
70-72% = C-
59% and below = F
Assessments:
Papers:  Two papers are required in this course.  The papers will be 7
pages in length (exclusive of title page and references).  They are to
be typed, double-spaced, 12" font, .5 borders.  Your grade will be
based on:  evidence of original thinking; citation of scholarly work;
clear organization; and application of relevant information and
principles from readings and class discussions; and professional.
More details about the papers will be given in class.
* Paper 1: Current Topics In Educational Psychology
* Paper 2: Teaching Philosophy
Examinations:  There will be three in-class written exams.  It will
take the form of multiple choice questions and short essays.  The
exams are non-comprehensive in nature.
DATE		TOPIC		READINGS		REMARKS

Week 1	Tues 8/28	Introductions,
				Syllabus

Thurs  8/30	Educational  		Chapter 1
Psychology &
Teaching

LEARNING AND DEVELOPMENT

Week 2	Tues 9/4	Cognitive		Chapter 2
Development

Thurs  9/6	Cognitive
Development

Week  3	Tues 9/11	Personal Dev. 		Chapter 3

Thurs 9/13	Social Dev.


Week  4	Tues 9/18	Moral Dev.

Thurs 9/20	Learner Differences	Chapter 4

Week 5	Tues 9/25	Learner Differences

Thurs 9/27	Exam 1

Week 6	Tues 10/2	Student w/Special	Chapter 5
Needs

Thurs 10/4	Students w/Special
				Needs

LEARNING AND INSTRUCTION

Week7		Tues 10/9	Behaviorist Model	Chapter 10
		
Thurs 10/11	Social Cognitive	Chapter 11
Model


Week8	Tues 10/16	Information		Chapter 6 		
Paper 1 due
Processing Model

Thurs 10/18	Constructivist		Chapter 7
Model

Week9		Tues 10/23	Exam 2

CLASSROOM PROCESSES


Thurs 10/25	Motivating students	Chapter 12

Week10	Tues 10/30	Motivating Students

Thurs 11/1	Choosing
Instructional 		Chapter 13
Strategies
		
Week 11	Tues 11/6	Choosing
Instructional
Strategies

Thurs 11/8	Creating & 		Chapter 15
Maintaining
A Productive Classroom
Environment

Week12	Tues 11/13	Creating &
Maintaining
A Productive Classroom
Environment
		
Thurs 11/15	Assessing Student 	Chapter 16		Paper
2 due	
Learning

Week 13         Tues11/20	Standardized Testing	Appendix C		

Thurs 11/22	No class - THANKSGIVING BREAK
		

Week14	Tues 11/27	Exam 3

		Thurs 11/29	Final activity


Week15	Tues 12/3	Final activity

		Thurs 12/9	Final activity