Education | Educational Psychology
P251 | 5587 | Jason Nelson


Required Text:

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

Additional readings will be placed on reserve in the education
library.

Course Description:

This course will introduce you to basic psychological principles as
they apply to 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
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, instructional approaches, classroom management, and
assessment of student achievement.

Course Objectives:

* To gain a foundation of knowledge in student learning, development,
motivation, and assessment
* To apply theories of learning and development to elementary level
classrooms
* To develop the professionalism for good teaching

Course Format and Policies:

Participation and Attendance: Each student is responsible for actively
participating in class. Class participation can take a number of
forms: active note-taking and observed attention/interest, active
participation in in-class activities and discussions, asking questions
related to class topics and materials, and sharing observations from
field experiences or past school experiences. Points will be given for
active participation in class. Therefore, if you do not attend class,
you will not earn these points.

Late Papers and Assignments: All written assignments are due on the
due date. Any item not turned in on the due date will be docked 1
letter grade for each day it is late. Missed exams and class
presentations will be counted as zero unless there are extraordinary
circumstances, which must be documented in writing or you make
arrangements with me well in advance of the exam or presentation.

Academic Dishonesty: Issues of cheating and plagiarism are detailed in
the Code of Student Rights, Responsibilities, and Conduct. These
standards are available at
http://campuslife.indiana.edu/Code/index.html for your reference.
Please familiarize yourself with these standards immediately. You will
receive zero points for any assignment, exam, presentation, etc. that
involves any form of academic dishonesty.

E-mail Accounts: You are required to have an active e-mail account.
You will need to check your e-mail on a regular basis (i.e., at least
twice a week) to receive messages related to the course.

Syllabus Changes: Please note that as the instructor, I reserve the
right to make changes to the syllabus as needed. In the case of any
changes, I will let you know at the earliest date possible either in
class or via e-mail.

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 Disabled
Students Services (DSS). See the Handbook for Students with
Disabilities for eligibility requirements.

Grading Procedures:

Participation					35 points
Quizzes					      45 points
Debate						50 points
Philosophy of Teaching & Learning Paper	50 points
Midterm					      70 points
Final Exam					      100 points
Total Possible Points				350 points

The maximum number of points available will be 350. Grades will be
based on total point accumulation as follows:

Points		Percentages			Letter Grade
324+			93% to 100%			A
314+			90% to 92%			A-
303+			87% to 89%			B+
289+			83% to 86%			B
279+			80% to 82%			B-
268+			77% to 79%			C+
254+			73% to 76%			C
244+			70% to 72%			C-
233+			67% to 69%			D+
219+			63% to 66%			D
209+			60% to 62%			D-
208-			Below 60%			F

Course Assignments:

Class Participation (35 points): As the class is based on a
discussion/activity format, participation is an important part of the
course. The 35 points for participation will be determined by the
instructor. These points will be given for participation in large
group discussion, active participation in small group activities, and
completion of out-of-class activities assigned by the instructor.
Cases of lengthy illness or other difficult circumstances will be
considered on an individual basis.

Quizzes: Four quizzes will be given throughout the semester. Your
three highest quiz scores will go toward your final grade. The purpose
of these quizzes is to ensure ongoing understanding of the course
material. They are not meant to be difficult and should be thought of
as rewards for critical reading of the text, active participation in
class, and paying attention to class discussions.

Debates: Four debates will be scheduled throughout the semester. The
class will be broken up into eight groups and each of you will
participate in one of the debates. By the second week of class, you
will choose one of four topics and a side of the debate. The four
topics are:
* Should children with special needs be included in the general
education environment?
* Does attention deficit hyperactivity disorder exist?
* Should teachers use behavior modification in the classroom?
* Should teachers include activities that will boost students'
self-esteem?
Students will be assigned to a group based on their topic and side
(e.g., inclusion/yes group). The group will then meet outside of class
and find at least five additional articles on the topic to support
their side of the debate. On the assigned day, the two sides will then
formally debate their topic, presenting their side using the
information gained from outside sources. After the formal debate,
participants will field questions and comments by their classmates.
The group will hand in a reference list of the articles used in
preparation for the debate along with a short (2-3 pages) paper of the
points they made.

Philosophy of Teaching & Learning Paper: This paper is an opportunity
for you to explore, through your own writing, exactly how you see
yourself as a facilitator of learning environments. It also will
address how you view children as learners. It is a guiding philosophy
of what you aim to do as a teacher. This is a document you should keep
because it may come in handy for teaching job interviews. It is
something that should evolve and alter throughout the semester. The
readings and class activities we do should help you to think about
this more deeply as time passes. It is expected that you will begin
with a draft, somewhat sketchy, in the beginning of the semester, and
be challenged to add detail as we progress through the course content.
You are free to hand this to me as many times as you wish for feedback
and reflection on your work. A final draft (4-6 pages) will be due
near the end of the semester. Here are some possible questions to
address in your paper:
* What do you consider the necessary aspects of excellent teaching?
* What qualities are important for a teacher to possess?
* How do students learn best?
* How important is student development (cognitive, social, etc.) in
the learning process?
* How have your experiences and theoretical knowledge influenced your
personal philosophy and approach to teaching?
* What theoretical perspective(s) do you feel best reflect(s) your own
beliefs about teaching and learning?
* How will your approach or philosophy affect the students you teach?
While your paper will predominantly be graded on its content, writing
clearly and neatly is also an important aspect of being a teacher.
Therefore, be sure to check your grammar, typos, etc.

Midterm: A multiple-choice exam will be given at the midway point of
the semester. You will be given the entire class period to take the
exam. It will cover all material up to the midway point of the course.
Specifics will be provided closer to the date of the exam.

Final Exam: A cumulative final exam will be given at the end of the
semester; however, greater emphasis will be placed on the second half
of the course content. Specifics will be provided closer to the date
of the exam.

M101 Laboratory Field Experience

Description & Policies:

The purpose of the lab and field experience is to explore practical
applications of theories in educational psychology. We will use the
lab to reflect on experiences in the field. In addition, we will work
on case studies and watch/discuss several videos.

Requirements:

M101 is graded as pass/fail. In order to pass the course, you must
meet the following requirements:

* 21 hours in the field
* Attendance in labs (2 missed labs allowed)
* A satisfactory rating of field performance by your cooperating
teacher
* A personal journal reflecting on your experiences each day in the
field
Course Schedule

M 8/27	Lab - Orientation to field experience

M 8/27	Introduction and course orientation

W 8/29	Community building

M 9/3		Lab

M 9/3		Cognitive & Linguistic Development
		Nash, J. M. (1997) Fertile Minds
		Ormrod Ch. 2

W 9/5		Cognitive & Linguistic Development
		Ormrod Ch. 2


M 9/10	Lab

M 9/10	Personal, Social, & Moral Development
		Ormrod Ch. 3

W 9/12	Personal, Social, & Moral Development
		Ormrod Ch. 3

M 9/17	Lab

M 9/17	Quiz 1; Personal, Social, & Moral Development
		Ormrod Ch. 3

W 9/19	Individual & Group Differences
		Ormrod Ch. 4 pp. 119-132
Gardner, H. (1995) Reflections on Multiple Intelligences: Myths and
Messages
Sternberg, R. (1996) Myths, Countermyths, and Truths About
Intelligences

M 9/24	Lab

M 9/24	Individual & Group Differences
		Ormrod Ch. 4 pp. 133-136
		Sternberg, R. (1996) Investing in Creativity: Many
Happy Returns



W 9/26	Individual & Group Differences
		Ormrod Ch. 4 136-165
		
M 10/1	Lab

M 10/1	Students with Special Needs
		Ormrod Ch. 5

W 10/3	Inclusion and ADHD Debates

M 10/8	Lab

M 10/8	Quiz 2; Behaviorist Learning Theory
		Ormrod Ch. 10

W 10/10	Behaviorist Learning Theory
		Ormrod Ch. 10

M 10/15	Lab

M 10/15	Midterm

W 10/17	Social Cognitive Learning Theory
		Ormrod Ch. 11

M 10/22	Lab

M 10/22	Cognitive/Information Processing Learning Theory
		Ormrod Ch. 6

W 10/24	Cognitive/Information Processing Learning Theory
		Ormrod Ch. 6

M 10/29	Lab

M 10/29	Constructivist Learning Theory
		Ormrod Ch. 7
		Airasian, P. W. & Walsh, M. E. (1997) Constructivist
Cautions
Harris, K. R. & Graham, S. (1996) Memo to Constructivists: Skills
Count, Too

W 10/31	Quiz 3; Motivating Students to Learn
		Ormrod Ch. 12

M 11/5	Lab

M 11/5	Self-Esteem Debate; Motivating Students to Learn
		Ormrod Ch. 12

W 11/7	Choosing Instructional Strategies
		Ormrod Ch. 13

M 11/12	Lab

M 11/12	Promoting Learning Through Student Interactions
		Ormrod Ch. 14

W 11/14	Creating & Maintaining a Productive Classroom Environment
		Ormrod Ch. 15

M 11/19	Lab

M 11/19	Quiz 4; Behavior Modification Debate

W 11/21	Thanksgiving

M 11/26	Lab

M 11/26	Assessing Student Learning
		Ormrod Ch. 16

W 11/28 	Assessing Student Learning
		Ormrod Ch. 16

M 12/3	Lab

M 12/3	Assessing Student Learning
		Ormrod Ch. 16

W 12/5	Review for Final Exam; Philosophy of Teaching & Learning
Papers Due
		

W 12/12	2:45-4:45 Final Exam