Education | Educational Psychology
P251 | 5581 | Russell Ravert


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

Handouts from books and journal articles will be provided throughout
the
semester. I may also place items on reserve in the Education Library
occasionally for you to check out as needed.


Course Objectives:
Students will:

* Identify and define key terms in educational psychology.
* Identify and describe principles and theories of Educational
Psychology.
* Assess what is happening in teaching situations based on course
content, and apply theoretical perspectives in order to identify
appropriate actions the teacher might take.
* Thoughtfully reflect on the content of the course as it relates
to
their field experience.
* Begin to think and act as a teacher, including professional
attitude, judgment, and presentation.
* Consider the challenges and rewards of teaching, weighing them
with
their own personal attributes, needs, strengths, weaknesses and
goals.

Classroom time will typically consist of a brief lecture and one or
more
individual and/or group activities. Lab time will include small group
activities, reviewing cases (paper based, videotape, and via
computer),
practice teaching, and critiquing peer teaching.

Course Assessment:

The final grade in this course will be determined by a combination of
the
following (each is described in more detail at the end of this page):

Quizzes  10%                            10
points

Letter Home  10%                        10
points

Glossary  15%                           15
points

Exam  20%                               20
points

Project  20%                            20
points

Class Participation & Readings*  25%    25
points

Total                                   100
points

* includes participation activities, class attendance and
preparation,
and professionalism.

Grading criteria:
Evaluation of all assignments will include evidence of effort and
involvement, clarity of expression, creativity, analytical ability,
and
grammatical correctness. Final grades for the course will be
converted to
a numerical score based on a 100 point scale, as shown below:

98 - 100%     A+
Extraordinarily high achievement and professional quality of work;
consistently shows unusually complete command of the subject matter;
represents an exceptionally high degree of originality and
creativity.

94 - 97%     A
Exceptionally thorough knowledge of the subject matter; outstanding
performance and professional quality of work.

90 - 93%     A-
Significantly above average understanding of material and
professional
quality of work.

87 - 90%     B+
Signifies mastery and fulfillment of all course requirements; very
good
professional quality work.

83 - 86%     B
Good, acceptable work.

80 - 82 %     B-
Satisfactory quality of work.

77 - 79%     C+
Mastery is present but inconsistent..

73 - 76%     C
Minimally acceptable performance and quality of work; partial
mastery.

70 - 72%     C-
Unacceptable work, does not demonstrate mastery.

67 - 69%     D+
Unacceptable work, does not demonstrate mastery.

63 - 66%     D
Unacceptable work, does not demonstrate mastery.

60 - 6 2%     D-
Unacceptable work, does not demonstrate mastery.

Below 60%     F
Completely unacceptable work.

Late Work:

Work turned in past the due date will be accepted but penalized 10%
per
late period, to a maximum of 30%. The last day for late/makeup work
is
?/?. Work for extra credit will be a possibility only if/when all
previously due work has been turned in.

Course Assignments:

Glossary (15 points)

You will create a 50 item glossary of terms related to the course.
The
definitions are to be in your words, NOT from a textbook or other
source.
Use your own language, explain the word as you understand it. Give an
example from everyday life whenever possible. You may select from a
list
of terms I provide at the class Website. I recommend that you work on
this across the entire semester! You will turn in your glossary at
two
points in the semester, but will just receive one final grade for the
completed product.

Quizzes (10 points)

During the semester you will take 5 quizzes at the class Website at
www.oncourse.iu.edu outside of class time.
Questions will be a combination of multiple choice and short answer.
You
may use the book or other resources when you are taking the quizzes.

To take the quiz,

* go to the course Website
* click on "Tools"
* click on "Take Test or Survey"
* click on the appropriate quiz
* answer the questions
* click "send"*
* you will see information on your results. Some questions will
have
already been graded, others must be graded by me and will not
appear
instantly.

*You only get one chance to take the quiz, so be sure you are happy
with
your answers before clicking send!

Letter Home or Recommendation  - choose one (10 points)

Letter Home - Write a letter or memo to a friend or relative,
explaining
in their language what is educational psychology as you understand
it,
why it seems important or not, and how/if you plan to use the
information
presented we have covered in class. This letter should be written in
common language, and be something you would really consider sending!
This
letter should be approximately 2 pages, typed, with no spelling
errors.

Recommendation - Write a letter to a teacher recommending why they
should
study a theorist or topic we have covered in class. Be sure to write
in
the teacher's own language, and assume that they know nothing of the
theorist or topic. This letter should be approximately 2 pages,
typed,
with no spelling errors.

Exam (20 points)

This exam will be taken during calcite. It will include a combination
of
multiple choice, short answer, essay questions. You will also be
asked to
analyze one or more case studies, identifying issues discussed in our
class and suggesting appropriate actions the teacher might take.

Project (25 points)

Working individually, or in groups of 2 or 3 (you choose), you will
plan
and present a project to the rest of the class on an issue from our
course that you think is interesting. Your goal may be to clarify,
offer
alternate perspectives, or otherwise explore the issue. Each
individual
or group will have up to 15 minutes during class to present your
project.
You have many options in this project in what/how you present to the
class! Here are a few possibilities:

* Lecture
* Videotape that you create
* Role play
* Multimedia presentation
* Class activity
* Series of posters or visual arts
* Game

You will  have some class time to work on this project, but much of
it
will be done outside of class. I will be available to help you think
of
ideas and plan. A 1 - 2 page paper should be turned in for each
project
describing what you are presenting and the process of creating the
project. Each class member will receive an individual grade for
his/her
project.

Class Participation and Readings (25 points)

In order to achieve the optimal learning experience from this course,
it
will be necessary to attend every class session and to prepare by
completing all assigned readings and activities.  It is also
important to
contribute to class discussions in order for everyone's ideas to be
shared.

Classes will generally include a short lecture on the topic, and one
or
more activities. Collaborating with classmates is important in this
class. Everyday, except the exam and the first day of class, will
include
a "participation activity". These are each worth one point each. You
must
be present and participate in the activity to gain the point, it is
not
possible to make these points up outside of the class period.

Lab and Field Experience

The purpose of the lab and field experience is to allow you to
explore
practical applications of theories from educational psychology. In
the
field you will have the opportunity to view the classroom from a new
perspective - that of a teacher. Part of the lab time will be used to
discuss and reflect on what you have encountered (through observation
or
participation) in your classrooms. Other lab time will be used to
analyze
and present cases, and to practice your own teaching.

Field experience provides you with the opportunity to observe and
work
with teachers and students in real classroom settings. It is your
responsibility to adhere to the professional standards (dress,
behavior,
attitude) expected of the teachers in the setting in which you are
placed. Your actions and behaviors reflect not only on you but also
on
the teacher education program at Indiana University. The principles
and
teachers that you are working with are opening their classrooms to
you,
and you in turn should respect their kindness by being prompt,
courteous,
and professional.

The lab and field experience, M101, is graded Pass/Fail. The
following
are required to receive a passing grade:

* All required hours in the field (arranged through the Field
Experience Office).
* Satisfactory rating of field experience from your cooperating
teacher.
* Reflective journal (weekly topics to include will be posted on
course schedule).
* Two Reflection Summaries ("Looking Back and Forward").
* All lab assignments.
* Regular attendance and active participation in lab sessions (no
more
than 2 absences).

Please feel free to contact the instructor if you have any problems
or
questions or ideas.