Education | Educational Psychology
P251 | 5583 | Angela Fontanini


REQUIRED TEXTS:
* Ormrod, J.E. (2000).  Educational psychology:  Developing learners,
(3rd Ed.).
* Course packet available at Collegiate Copies, 3rd Street & Swain
Ave. (Packet #75)

Please Note:  Students with visual, hearing, physical, and/or learning
disabilities, which may require modification of curriculum,
instruction, or assessment should contact the instructor.  I wish to
fully include persons with disabilities in this course.  Modifications
and accommodations will be made after the student has presented
documentation indicating qualification for services from DSS (Disabled
Student Services).  See the Handbook for Students with Disabilities
for eligibility requirements.

COURSE DESCRIPTION
This course surveys the major theories in educational psychology and
will introduce you to basic psychological principles as they apply to
development, learning, and teaching.  The course components are
designed to provide you with an understanding of the balance and
relationship between theoretical perspectives and practical classroom
management techniques and approaches.  It will introduce you to the
major concepts, theories, and issues in the study of student learning
and development and will help you understand a variety of
instructional, motivational, and classroom management techniques.
Topics to be covered include theories of development and learning,
student diversity, classroom management, motivation, and assessment of
student learning.

COURSE OBJECTIVES
The primary goal of this course is to assist you, a future educator,
in understanding and learning how to incorporate principles of
educational psychology into your professional repertoire.  I hope to
create an open and adaptable classroom environment in which students
are comfortable participating in classroom discussions and sharing
ideas and experiences.  Additional objectives that we will be
dedicated to as current and future educators include:
* Development of professionalism and recognition of your personal
"voice" as an educator
* Understanding of development, learning, instruction, and assessment
as described by different theoretical perspectives
* Recognition and appreciation of the diversity of learners and their
families and the implications for teaching and learning
* Ability to apply principles of educational psychology to classroom
situations, thus creating an effective learning environment that is
responsive to all learners

COURSE REQUIREMENTS- P251
1. Class Participation (10% of final grade, 50 points)
Each student is responsible for actively participating in class, and
students are expected to complete assigned readings and activities
PRIOR to each class period.  Every class is constructed to clarify
your assigned readings and to extend them through practical
applications and examples.  All activities and discussions will be
based on the assumption that you have completed the readings and are
adequately prepared for class. You are responsible for all class
content (e.g., reading assignments, instructions, schedule changes,
changes in due dates) whether or not you are present. I recommend
contacting one of your P251 Pals whenever you miss a class!  Please
also review the participation policy specified below.

2. Case Study (15% of final grade, 75 points)  Due 9/24/01
You are required to complete a case study which is designed to help
you apply concepts and theories from the text and classroom
discussions to a specific classroom situation.  The case study is a
take-home assignment and will distributed to students at least one
week prior to the due date.  You may work in pairs or small groups to
review and discuss the case study, but each student is required to
submit an INDIVIDUAL written response to the case study questions that
reflects his or her own summary of the issues presented.  Your paper
must be typed, double-spaced, and carefully proofread.  Use the
"Grading Criteria for Written Work" at the back of the syllabus to
review your work.

3. Midterm Exam (20% of final grade, 100 points)  10/17/01
The midterm exam will consist of multiple choice and short answer
questions and one essay question.  You will be given a list of study
questions in advance; exam questions will be taken directly from these
study questions.  The class period before the midterm will be reserved
for a midterm review session.

4. Philosophy of Teaching (20% of final grade, 100 points)  Due
11/14/01
This is a comprehensive, 4-6 page paper in which you will reflect on
the theoretical knowledge you've acquired this semester.  Consider the
following questions in composing your paper:  What are the necessary
aspects of excellent elementary-level teaching?  How do students learn
best?  What theoretical perspective on learning (e.g., behavioral,
social cognitive, information processing, constructivist) best
reflects your personal beliefs about and approach to teaching?
Finally, how will your personal philosophy of teaching affect the
students you will teach? Make sure to connect your ideas to concepts
and theories in educational psychology.  You want to support your
beliefs with what you've learned in this course.  Your paper must be
typed, double-spaced, and carefully proofread! Use the "Grading
Criteria for Written Work" at the back of the syllabus to review your
work.

5. Group Presentation- Hot Topics in Education (15% of final grade, 75
points) 12/3 & 12/5
This is 20-minute presentation on a current topic in education.  You
will work in groups of 3 or 4 students to put together a presentation
regarding the issues surrounding your chosen topic.  Further
guidelines for the presentation will be given as the date draws near.
Some presentation topic ideas include:
Zero-tolerance policies	Standardized testing
Extrinsic rewards
Inclusion			
Ability Grouping		
Retention
School Vouchers		
Expulsion			
Accountability policies

You may also choose your own topic if you wish, just make sure to
check with me first!  We will form groups after the midterm, let me
know your group's topic by November 19.

6. Final Exam (20% of final grade, 100 points)
The final exam will be a take-home exam, and it will only cover
content presented after the midterm exam.  It will consist of short
answer and essay questions, and will be due on the date and time of
the scheduled final.

GRADING SCALE- P251
Grades are calculated based on total points earned.

Classroom Participation	10% 50 points
Case Study  15%	75 points
Midterm Exam  20% 100 points
Philosophy of Teaching Paper 20% 100 points
Group Presentation 15% 75 points
Final Exam 20% 100 points

Total 100% 500 points

A+ (485-500)	B+ (435-449)	C+ (385-399)	D+ (335-349)
A   (465-484)	B   (415-434)	C   (365-384)	D   (315-334)
A-  (450-464)	B-  (400-414)	C- (350-364)	D- (300-314)

A	Outstanding performance; excellent command of course content
B	Good performance; solid work; good command of course content
C	Satisfactory performance; average command of course content
D	Marginal performance; below average command of course content
F	Unsatisfactory performance

COURSE POLICIES
1. Participation
Regular participation is required and essential for achieving course
objectives.  Classes will begin at the scheduled time, so please be on
time.  Students have the opportunity to earn daily participation
points that will contribute to their overall participation grade.  Its
difficult to participate in class if you're not there, right?
Students are allowed a maximum of three absences (for any reason:
illness, transportation problems, just needed a break, etc.) during
the semester.  There are no excused or unexcused absences in this
regard and you need not contact me with an explanation for your
absence.  Accumulation of more than three absences will adversely
affect your participation grade.  If, during the semester, you
experience any on-going circumstances or emergencies that affect your
attendance, please contact me and make me aware of these
circumstances.

2. Missed/Late Assignments
Assignments are collected at the beginning of the class period on
which they are due.  Late assignments will be lowered 1/3 of a letter
grade for each day they are late (e.g., a paper that would have
received a grade of B but was turned in after the beginning of class
will receive a B-, the next day a C+).  Missing the midterm exam will
result in a zero unless the student has official, written
documentation of an extraordinary circumstance or has made
arrangements with me well in advance of the exam.  If you are turning
in a written assignment after the class period when it is due, please
take your assignment to the Counseling and Educational Psychology
department on the 4th floor of the Education Building and have a
secretary date and sign the paper before placing it in my mailbox
(Hours: M-F 9:00 am-4:45 pm). If it is not signed and dated by a
department secretary, I will count it as turned in on the day I see it
in my mailbox, so I encourage you to take the time to get the
signature!

3. Respect and Professionalism
I hope that, as a group, we can create an accepting, respectful
classroom in which students are able to discuss varied perspectives on
often-controversial educational issues. It is vitally important,
therefore, that students approach course topics, discussions, and
assignments in a professional manner. Student behavior (words and
actions) that adversely affects the learning or safety of other
students is not acceptable in this classroom. Discrimination and/or
harassment for any reason (including, but not limited to, gender,
race, sexual orientation, religion, ethnicity, language of origin,
difference of opinion, or disability) will not be tolerated.

4. Academic Dishonesty
Issues of cheating and plagiarism are detailed in the Code of Student
Rights, Responsibilities, and Conduct. You will receive zero points
for any assignment, exam, or presentation that involves any form of
academic dishonesty.

5. E-mail
You are required to have an active student email account that you will
need to check daily to receive messages related to the course.

6. Syllabus Changes
As the instructor of this course, I reserve the right to make changes
to the syllabus as needed.  I will inform each student of any changes
at the earliest date possible via email and/or in class.

7. Cell Phones/Beepers
Turn them off in class! (Or at least don't let them ring or beep out
loud).

M101- LABORATORY AND FIELD EXPERIENCE

Description and Policies:
The purpose of the lab and field experience is to explore practical
applications of theories in educational psychology.  You will use the
lab for reflecting on experiences in the field and for microteaching
activities.  Other possibilities include videos, guest speakers, and
cases.

Requirements:
M101 is graded as pass/fail.  In order to pass the course, you must
meet the following:
* 20 hours in the field
* A Reflective Journal on your observations and activities in the
field.
Every week, I will give you a topic to write about in your journal.
Please complete these entries and bring them to class so we can
discuss your experiences.  The journals need not be in a book-type
form or typed (although that would be nice!).  I will collect journal
entries each week at the end of lab.
* Participation in lab meetings and activities
Only 2 missed labs allowed before your participation grade is
adversely affected.

COURSE SCHEDULE

M	08/27/01	LAB:  Introduction and Orientation to Field
Experience

M	08/27/01	Introduction & Course Orientation; Creating
the Classroom Community

W	08/29/01	What is effective teaching?  How is
educational psychology helpful?
* Ormrod Ch. 1, pp. 2-23
* "Stretching Students' Minds" by Susan Black

UNIT 1:  THEORIES OF STUDENT DEVELOPMENT
M	09/03/01	LAB:  Field Experience Placements assigned

M	09/03/01	Cognitive Development
* Ormrod Ch. 2, pp. 25-72

W	09/05/01	Cognitive Development (continued)
* "The Quest for a Superkid" by Jeffrey Kluger & Alice Park

M	09/10/01	LAB:  Field Experience Office

M	09/10/01	Personal Development
* Ormrod Ch. 3, pp. 74-88

W	09/12/01	Social Development
* Ormrod Ch. 3, pp. 89-96

M	09/17/01	LAB- Development

M	09/17/01	Moral and Prosocial Development
* Ormrod Ch. 3, pp. 96-111

W	09/19/01	Development, Culture, and Diversity
* Ormrod Ch. 3, pp. 111-117
* "A Note on Social Promotion" by William Romey

UNIT 2:  STUDENT DIVERSITY AND ASSESSMENT OF STUDENT LEARNING
M	09/24/01	LAB- Intelligence Test Demonstration

M	09/24/01	Intelligence and Creativity
* Ormrod, Ch. 4, pp. 118-136
* ***CASE STUDY DUE***

W	09/26/01	Culture, Risk, and Expectations
* Ormrod, Ch. 4, pp. 136-165

M	10/01/01	LAB- Person-first language


M	10/01/01	Students with Special Educational Needs
* Ormrod, Ch. 5, pp. 166-217

W	10/03/01	Special Education and Inclusion
* "But he's severely disabled! How can he be in kindergarten?" by
Timothy S. Hartshorne and Nancy S. Hartshorne

M	10/08/01	LAB- Sample IEP meeting

M	10/08/01	Assessment of Student Learning
* Ormrod, Ch. 16, pp. 632-683

W	10/10/01	Standardized Testing
* "Strategies for Dealing with High-Stakes State Tests" by Wendy
McColskey and Nancy McMunn
* "Separate and Unequal" by Hansel Burley
* Pass out study questions for Midterm Exam

M	10/15/01	LAB- Understanding test scores

M	10/15/01	Angela's catch-up day, review for midterm

W	10/17/01	*** MIDTERM EXAM ***

UNIT 3:  THEORIES OF LEARNING
M	10/22/01	LAB- Field Placement

M	10/22/01	Cognitive Theories of Learning- Students as
Information Processors
* Ormrod, Ch. 6, pp. 218-263

W	10/24/01	Cognitive Theories of Learning:  Students as
Constructors of Knowledge
* Ormrod, Ch. 7, pp. 264-295

M	10/29/01	LAB- The Constructivist Classroom

M	10/29/01	Behaviorist Theories of Learning:  Doggies and
Pigeons and Rats, oh my!
* Ormrod, Ch. 10, pp. 394-432

W	10/31/01	Behaviorism with a Twist:  Social Cognitive
Views of Learning
* Ormrod, Ch. 11, pp. 434-469

M	11/05/01	LAB- Motivation Activity

M	11/05/01	Motivation
* Ormrod, Ch. 12, pp. 470-515

W	11/07/01	Motivation (continued) & Angela's catch-up day
* "Adapting Your Teaching to Any Learning Style" by David G. Ebeling

UNIT 4:  CREATING A POSITIVE LEARNING ENVIRONMENT
M	11/12/01	LAB- Creative Teaching

M	11/12/01	Instructional Strategies, Goals and Approaches
* Ormrod, Ch. 13, pp. 516-565

W	11/14/01	Promoting Learning Through Student
Interactions
* Ormrod, Ch. 14, pp. 566-595
* *** PHILOSOPHY OF TEACHING PAPER DUE ***

M	11/19/01	LAB- Classroom Management Strategies

M	11/19/01	Classroom and Behavior Management
* Ormrod, Ch. 15, pp. 596-631

W	11/21/01	NO CLASS- Happy Thanksgiving!

M	11/26/01	LAB- School Violence presentation

M	11/26/01	Classroom Management and Discipline
* "Beyond the Dunce Cap" by Barry Raebeck
* "Zero Tolerance for Zero Tolerance" by Richard L. Curwin and Allen
N. Mendler
* "Reducing Students' Refusal and Resistance" by Hill M. Walker and
Robert Sylwester

W	11/28/01	School Violence and Bullying
* "Bully/Victim Problems at School:  Facts and Effective Intervention"
by Dan Olweus
* "On Creating a Climate of Classroom Civility" by James M. Kauffman
and Harold J. Burbach
* Final Exam handed out

M	12/03/01	LAB- Wrap-up of Field Experience

M	12/03/01	GROUP PRESENTATIONS

W	12/05/01	GROUP PRESENTATIONS

?	Week of 12/10/01	Finals Week- Final Due on day of
scheduled final exam

GRADING CRITERIA FOR WRITTEN WORK

* 10% Appropriateness of Response			
________of________ points
* Length of paper within guidelines
* Neat appearance (stapled, not crinkled, clean paper)
* Typed, double-spaced

* 15% Quality of Writing				
________of________ points
* Punctuation
* Grammar
* Spelling
* Sentence completion
* Professional approach/tone (avoid slang, informal English)

* 40% Content						
________of________ points
* Coverage of assigned topic areas/questions
* Clarity of ideas
* Demonstrated understanding

* 35% Level of Reflection				
________of________ points
* Depth of thought and reflection
* Use of observations, examples, applications, analyses to support
statements
* Elaboration of ideas

TOTAL	________of________ points