Education | Educational Psychology
P254 | 5691 | Richard Huffer

Required Materials

1. Slaven, R. E. (2000).  Educational psychology: Theory and practice
(6th ed.).  Needham Heights, MA: Allyn and Bacon.
2. Class Notes-Available in the Library (on reserve the week of class)
3. Course Packet-Available at TIS
4. 5 x 7 Note Cards

Suggested Materials

1. Three-inch Three-ring Binder
2. APA Manual
3. 5 x 7 File Box

Course Description

This course will focus on a broad range of theories and research in
educational psychology.  Subjects to be covered will include
development (e.g., Piaget, Vygotsky, Erikson, Kohlberg, etc.),
learning, motivation (e.g., behaviorism, human needs theory,
attribution theory, etc.), diversity issues (e.g., gender equity,
etc.), instructional approaches, as well as other important topics.
Lectures, group activities, and labs will help you develop a sound
theoretical foundation in educational psychology.  In addition, these
activities will give you the opportunity to practice applying what you
have learned in P254.

Course Objectives

Becoming a "good teacher" requires the development of a comprehensive
foundation of learning theories, the acquisition of teaching skills,
and the ability to apply that knowledge and those skills in the
classroom.  A teacher must be able to motivate students, manage the
classroom, assess student's prior knowledge, communicate ideas in an
effective manner, address individual differences, develop and
implement assessment procedures, review information, and make
instantaneous decisions.  Many of these skills develop as a result of
the comprehension and use of theory.  This course will endeavor to
achieve this goal of comprehension by pursuing the following

1. Students will gain a theoretical foundation that will help them
understand the thinking and behavioral processes associated with K-12
2. Students will understand, effectively communicate comprehension,
and successfully apply theories and research essential to educational
3. Students will identify and develop knowledge and skills that are
essential to "good teaching."

Grading Procedures

The maximum number of points a student can receive is 1000.  These
points will be broken down across the following assignments in the
following manner:

Assignment			         Point Total

Participation (2 points/day)                 50
Exams (3 multiple choice)                   300 	
Final Exam (multiple choice)                 50
Three Writing Assignments	            300
Three Critique Assignments	            300
Five Pop Quizzes*	                      0
Six Note Card Presentations*	              0

Total Possible Points	 	           1000

Grades will be assigned based on the following point scale:

A+ 1000-970	B+ 879-860	C+ 79-760	D+ 679-660
A  969-930	B  859-830	C  759-730	D  659-630
A- 929-880	B- 829-780	C- 729-680	D- 629-580

F 579 and below

*Grade values are discussed under course requirements.

Course Requirements

Exams: There will be three seventy-minute exams given during the
semester.  Each exam will consist of fifty multiple-choice questions.
Exams will cover all reading assignments and all materials covered
during class.  In addition, each exam will have one bonus question
worth ten points.  Finally, these exams are not cumulative.

Final Exam: There will be a seventy-minute cumulative final exam given
during finals week.  This exam will consist of fifty multiple-choice
questions.  It will cover all reading assignments and all materials
covered during class.  There will not be any bonus questions offered
on the final exam.

Pop Quizzes: There will be five pop quizzes given during the semester.
Each pop quiz will cover all the reading assignments due the day of
the quiz.  These quizzes will not affect your final grade directly.
Rather, if your semester quiz average (only your top four quiz scores
will be averaged) is four points or greater (there will be five points
possible per quiz), you will not be required to take the final exam to
receive a final exam grade.  Instead, the highest of your three
semester exam grades will be your final exam grade.  For example, if
you score 75% on exam one, 89% on exam two, and 95% on exam three,
your final exam grade will be a 95% if your quiz average is four
points or higher.  There is an exception to this policy.  If you
qualify not to take the final exam but you still want to take it, you
may elect to take the final (e.g., you need a higher final exam score
to improve your overall grade).  However, the final exam grade you
earn is the grade you will receive.

Writing/Microteaching Assignments: There will be three writing
assignments this semester.  For each writing assignment, you will be
required to find one article (research or literature review) that is
related to a topic covered in your book or in class.  Once you have
chosen and read an article, you will write a summary of it.  That is,
you will discuss the question, hypothesis, or main idea investigated
in the article as well as the author's findings and conclusions.  You
will then write a classroom application proposal that utilizes the
knowledge you gained from your article (specific proposal requirements
are described in the grading rubric for this assignment and will be
discussed further in class).  To complete this portion of your writing
assignment, you may use an actual classroom situation you observed
during your field experience or a hypothetical situation you believe
is realistic.  In the end, this will be your opportunity to exercise
your creativity and common sense.

In addition to the writing assignment, you will be required to teach a
group of your fellow students the information contained in your paper
(each of you will be assigned to a group consisting of four to five
students).  To complete this portion of your assignment, you will need
to bring a copy of your paper and article for each member of your
group on the date the writing assignment is due.  You will also need
to turn in a copy of your paper and article to me on the same day.

Finally, the course packet contains a grading rubric that will be used
to grade each writing assignment.  You will need to make a copy of
this rubric and turn it in with your paper and article.

Listed below are some suggested journals.

American Educational Research Journal	Journal of Teacher Education
Childhood Education			Phi Delta Kappen
Educational Horizons			Review of Educational Research
Educational Leadership			Roeper Review
Educational Researcher		        Teaching Exceptional Children
Elementary School Journal		The Clearing House
Gifted Child Quarterly 			Journal of Educational
High School Journal			Developmental Psychology
Instructor			        Cognition and Instruction

Critique Assignment: There will be three critique assignments that
correspond with the three writing assignments.  The day you turn in a
writing assignment, each member of your group will give you a copy of
his or her writing assignment and article.  Your task will be to
critique each group member's classroom application proposal.  That is,
you will seek to answer a primary question: Will the author's
suggestion(s) work (at some point in your critique, you must identify
the person you are critiquing)?  No matter how you answer this
question, you will need to support your position.  To complete this
assignment, you may use any readings you have done for class.  Just
remember to properly cite everything.

To help you with this assignment, I have listed below some questions
you might consider.
* Does the author's ideas make sense (i.e., does the author use common
* Does the author's suggestions potentially have any negative side
effects (i.e., think about the theories covered in your assigned
readings and class)?
* Are the author's suggestions age appropriate?
* Is the author properly applying his or her article?
* Do you believe the author's classroom application ideas can be
improved in any way?  If so, how?
* Is the need/problem really a need/problem?
Remember, these questions are only suggestions to get your thinking
process started.  Also, do not try to cover everything in your
critique; it is not possible.  What I will be looking for is evidence
that you have critically thought about what you have read.  Therefore,
you should not write more than half a page per group member.

Finally, as with the writing assignment, the course packet contains a
rubric that will be used to grade your critiques (you must make a copy
of this rubric and hand it in with your critique assignment).  This
will help you successfully complete this task.

Note Card Presentation Assignments: You will be required to complete
six note card presentations.  A note card presentation consists of the
following: First, you will find a journal article (use the journals
listed above to help you find an article) related to the subject
scheduled to be covered in class the day your note card assignment is
due.  Second, you will read the article.  Third, on the front of a 5 x
7 card, you will write the proper APA citation for (write it at the
top of the 5 x 7 card) and a summary of your chosen article (do not
copy the article's abstract; your summary must be in your own words).
Also, you will give each member of your group a 5 x 7 card with only
your article's APA citation listed at the top (these cards will be
used by your fellow group members to take notes during your note card
presentation).  Fourth, you will make a seven to ten minute
presentation on your chosen article to your group.  In addition, you
will lead your group in a seven to ten minute application discussion
(i.e., your group will discuss how the information in your article can
be applied to the classroom) and record your group's ideas on the back
of your 5 x 7 card.  Finally, you will turn in your 5 x 7 card on the
day you make your presentation.

Note card presentation due dates are based on a rotation system.  Each
member of a particular group will be assigned to rotation A, B, C, D,
or E.  The syllabus lists when each rotation's note card presentations
will be due.  For example, A and B rotations are scheduled for 9-4-01.
Therefore, everyone assigned to rotation A or B will present their
articles on Piaget to their assigned groups on 9-4-01.  They will also
turn in their 5 x 7 cards.

Finally, as stated under Grading Procedures, there will be no points
assigned for completing the note card presentations.  However, there
will be a 5% deduction (i.e., fifty points) from your final grade for
each note card presentation not completed.

Course Policies

Participation:  Attendance is required, and therefore you will be
required to sign in every class period.  Participation points will be
awarded every class period (two points per day for a maximum of fifty
CLASS.  Also, class will begin at its scheduled time, so please be on

Readings: You are responsible for assigned readings prior to the date
they are scheduled to be covered in class.  Also, you are responsible
for any assigned readings that are not covered in class.  In short,
all reading assignments are fair game for tests.

Writing/Critique Assignments: Late papers will not be accepted unless
prior arrangements have been made well in advance of a due date or an
emergency can be documented (e.g., death in the family, etc.).  All
papers are to be two pages or less in length.  In addition, papers
must be typed using twelve font, be single-spaced, have a one and one
half inch margin, and use APA format when citing sources. All papers
must also contain an APA format bibliography.  Finally, only place
your name on the back of the final page of any paper you turn in.

Note Card Presentation Assignments: Late note cards will not be
accepted unless prior arrangements have been made well in advance of a
due date or an emergency can be documented (e.g., death in the family,
etc.).  All note card assignments are to be done on 5 x 7 cards.  Note
cards other than 5 x 7 cards WILL NOT be accepted.  You may hand
write, using black ink, or type your note cards.  Also, note card
assignments will be done using APA format.  Finally, you will not use
articles listed on the syllabus, articles you used for your
writing/critique assignments, or articles used by fellow group

Tests:  Everyone must take the exams.  No makeup exams will be given
unless prior arrangements have been made well in advance or an
emergency can be documented (e.g., death in the family, etc.).  Also,
anyone who arranges to take a makeup exam will be required to take an
essay exam.

Pop Quizzes: A pop quiz will cover the reading assignment(s) due the
day of the quiz.  No one will be allowed to makeup a quiz under any
circumstances.  If you are not in class the day a quiz is given, you
will receive a zero on the quiz.

Graded Assignments: Always keep your graded assignments.  If you
dispute the accuracy of my grade book, the grade in my grade book will
be your grade unless you can show me the actual assignment with the
actual grade given (I recommend you keep your assignments in your
three-ring binder).

Cheating/Plagiarism/Personal Conduct: Please see the student code of
ethics handbook for issues related to cheating, plagiarism, and
personal conduct.  If you are unfamiliar with these policies, you are
required to make yourself familiar with them immediately.

Recommended Course Items

The items discussed below are not required but highly recommended.

Portfolio:  It is recommended that you obtain a three-inch three-ring
binder to create a portfolio for this course.  Things that you should
include in your binder are class notes, writing/critique assignments
you will complete, copies of writing assignments your fellow group
members will complete, copies of the articles you will read to
complete your writing assignments and your note card presentations,
and copies of the articles your fellow group members will read to
complete their writing assignments.  If you will put together this
portfolio, you will have an excellent library of information that you
can add to and use as you continue your education at Indiana
University and begin your teaching career.

Your portfolio will most likely contain the following:
1. Countless pages of notes that cover information important to
Educational Psychology.
2. Up to fifteen article reviews that contain practical classroom
3. Up to fifteen critiques of the practical classroom applications
mentioned above.
4. Up to twenty-one journal articles that cover a wide variety of
topics in Educational Psychology.

5 x 7 File Box:  It is recommended that you obtain a 5 x 7 file box.
This will allow you to organize the note cards you and your fellow
group members create when completing the note card presentation
assignments.  As with the portfolio, if you will follow this
recommendation, you will have an additional library of information
that you can add to and use as you continue your education at Indiana
University and begin your teaching career.

Your 5 x 7 file box will most likely include the following:
1. Six article summaries that contain practical classroom
2. Brief notes on and practical applications for up to twenty-four

Writing/Microteaching Assignment Grading Rubric

* Organization						PP		
a. Paper is 2 pages or less in length.			2
b. Paper is typed, using 12 font.			1
c. Paper is single-spaced.				1
d. Paper has 11/2-inch margins.				1
e. Paper uses APA format.				1
f. Name only on the back of final page.			3
g. Copy of rubric and article turned in.		1
* Grammar
h. Appropriate language (i.e., no slang, subject/verb agreement).				
i. Appropriate punctuation (i.e., punctuation helps not impedes
reader's understanding).		                4
j. Spelling errors: 10/15 or less.			2
* Content
k. Article Review
i. Article peer reviewed.				5
ii. Author's hypothesis, question, or focus
clearly and accurately summarized.			5
iii. Author's findings/conclusions
thoroughly and accurately discussed
(i.e., does the student demonstrate a
clear understanding of the article, and
does he or she offer some insights that
demonstrate he or she has critically
thought about the article being reviewed?).		10
l. Classroom Application Proposal.
i. Student clearly identifies and describes 		10
the need/problem (i.e., does student
clearly describe what it is he or she wants
to fix or improve in the classroom?).
ii. Student articulates the potential consequences	10
of inaction (i.e., does the student make a
compelling argument that action should to be
iii. Student clearly, thoroughly, and appropriately 	10
articulates, using the knowledge gained from the
article he or she reviewed, his or her solution to the
need/problem he or she has identified (i.e.,
does the student apply his or her article to
the need/problem at hand?).
iv. Student identifies specific outcome goals that can be 		
used to measure the success of his or her proposal (i.e.,
does the student clearly identify what he or she intends 	10
to accomplish by implementing his or her proposal?).
m. Overall
i. Student applies common sense.			5
ii. Student demonstrates creativity and originality.	5

	Total Points					100

Critique Assignment Rubric

* Organization						PP		
a. Paper is 2 pages or less in length.			2
b. Paper is typed, using 12 font.			1
c. Paper is single-spaced.				1
d. Paper has 11/2-inch margins.				1
e. Paper uses APA format.				1
f. Name only on the back of final page.			3
g. Copy of rubric turned in.				1

* Grammar
a. Appropriate language (i.e., no slang, 	
subject/verb agreement).				4
b. Appropriate punctuation (i.e., punctuation
helps not impedes understanding).			4
c. Spelling errors: 10/15 or less.			2

* Content
a. Student identifies, by full name, each
person he or she critiques.				10
b. Student thoroughly answers the central
question: Will the ideas I have read work?
1. Student clearly and logically supports
his or her answer (e.g., points out potential
problems, side-effects, faulty reasoning, lack
of common sense being used, inappropriate
application of the article in question, etc.).		50
c. Student uses other resources to support his or her
arguments (e.g., other articles, the textbook, class notes,
etc.).						        20

	Total						100

M201: Laboratory/Field Experience

Description and Policies:

The purpose of the lab and field experience is to explore practical
applications of theories in educational psychology (it is not a
griping session).  You will use the lab for reflecting on experiences
in the field and for microteaching activities.


M201 is graded as pass/fail.  In order to pass the course, you must
meet the following requirements (see course packet for further
information on assignments):
* Twenty-one hours in the field.
* A satisfactory rating of field performance by your cooperating
* Microteaching one of the following subjects.
* Development
* Learning
* Motivation
* The learning environment
* Student diversity
* Assessment
* Complete five journals.  Four of your journals will discuss your
observations and activities in the field as they relate to the
subjects listed below.  The subject of your fifth journal is revealed
in your course packet.
* Development
* Learning
* The learning environment
* Student diversity
* Attendance in labs (if you miss more than two labs, you will not
pass M201).

Microteaching Assignment:

You will be required to teach one of the above listed subject areas
(e.g., development).  You will be given the opportunity to pick the
day you would like to microteach.  The subject you teach will depend
on the day you pick.  Once you know your subject assignment, you will
then pick a specific topic within your assigned subject area (e.g., if
your subject area is development, you might pick Piaget as your
topic). This will be discussed in more detail during the first couple
of lab meetings.

As the instructor, your job will be to lead a twenty-minute discussion
(you may do anything you want) that covers the following information:
First, you will review the topic/theory you have chosen.  For example,
if you elect to microteach on September 13, you will be required to
choose a topic/theory related to development, such as Piaget.  Second,
you will discuss how the topic in question relates to the classroom
you are visiting (be sure to give specific examples).  Finally, you
will discuss how your topic can be used to improve the classroom you
are visiting (at a minimum, class members should be involved in this


You will be required to complete five journals.  Each journal must be
typed, single-spaced, use twelve font, have one and one-half inch
margins, and be one page or less in length.  Once you begin visiting
your site, you must turn in your journals on a regular basis.  I will
not accept more than one journal a week per student.  In other words,
I will not accept five journals at the last lab meeting.  If you wait
until the last lab meeting to turn in all of your journals, I will not
accept them, and you will fail the class.

There are five writing prompts in the course packet.  You will write
one journal for each of the writing prompts.  I will assign a minus or
a plus to each of the journals you complete.  If you receive a minus,
you must do the journal over again and turn it in by the next lab
meeting (I will attach an explanation to your journal if this occurs).
A plus signifies that you have successfully completed a journal.

Site Visitation:

I will visit early experience sites from time-to-time during the
semester.  If I visit your site, I may do so while you are there or at
other times.  This will give me the opportunity to meet your
supervision team and develop some insight into your early experience.

M201 Semester Schedule

Instructor(s) for the Day
Subjects to be Covered

Lab Orientation for Field Experience
Richard Huffer
Richard Huffer
Video: Breaking the Silence


Field Experience Placement Made







Student Diversity

The Learning Environment

No Class/Thanksgiving Break


Saying Goodbye*

No Class/Finals Week

*This depends on how soon students begin getting field experience.

Journal Writing Prompt #1: Development

Choose One
* Based on your observations, what stage of Piagetian cognitive
development were most students in?
a. Give at least two illustrations from the classroom you observed to
support this.
b. Were the teaching techniques observed appropriate for this stage?
Why or why not?
c. What additional teaching techniques, based on Piagetian theory,
should be employed for these children?
* Based on your observations, which of Erikson's identity crises are
most children in the classroom struggling with?
a. Give at least two illustrations from the classroom you observed to
support this.
b. Try to identify instructional approaches being used by the teacher
to foster healthy psychosocial development for the respective Erikson
stage.  For example, if students are in identity vs. role confusion,
are students provided the opportunity to encounter a variety of career
models such as guest speakers who share their career paths with
c. If you do not see any evidence of an effort being made to address
the Erikson stages of psychosocial development, suggest at least one
strategy that could be employed by the teacher to do so.
* Based on your observations, what stage or stages of Kohlberg's moral
reasoning are being used by most of the students?
a. How do you think the stage(s) of moral reasoning observed are
related to the Piagetian stage(s) of the students you are observing?
b. How do you think the stage(s) of moral reasoning being used may be
related to the Erikson identity crises(es) prevalent in the students
you are observing?  Explain.
c. Give two illustrations from the classroom you observed to support

Journal Writing Prompt #2: Learning Theory

Choose One
* Try to identify one example of classical or operant conditioning at
work in the classroom.
a. Is the form of conditioning you identified working to enhance or
detract from student learning?  Explain.
b. If it is detracting from student learning, explain how you would
modify it to enhance learning.
* Try to find evidence in the design of a lesson you observed that the
teacher has considered prior learner knowledge.
a. If the teacher did consider prior knowledge, how did you observe
this to affect student learning of new material?
b. If the teacher did not consider prior learner knowledge, suggest
how he or she could have done this.
* Observe a lesson in which a student does not seem to retain the
necessary information.  Try to identify at which point in the memory
process the information may have been lost.  Suggest what new
strategies the teacher could use to facilitate the transfer of
information into long-term memory.

Journal Writing Prompt #3: Learning Environment

Complete Number One and Choose Number Two or Three
* Describe the room you are observing in.  Ask yourself and answer the
following questions:
a. Is the lighting adequate?
b. How has color been used by the teacher?
c. Are there any computers or TV monitors in the room?  How are they
d. Is there any background noise?
e. What use of plant and animal life has the teacher used?  Are the
students involved in their care of these items?
f. Overall, what was your impression of the learning environment you
* Based on your observations, describe three classroom management
strategies used by the teacher.  How successful is each identified
management strategy.  For those which appear unsuccessful, state what
you would do to improve the situation.
* Based on your observations, report if cooperative learning is used
by the teacher you are observing.
a. How successful was the cooperative learning you observed?
b. What made it successful or not?
c. What could be done to improve it?

Journal Writing Prompt #4: Diversity

Choose One
* Based on your observations, does the teacher you are observing
utilize Gardner's theory of multiple intelligences in his or her
instructional approach?
a. If yes, give two examples.  Also, give two addition applications
examples you believe would work.
b. If no, how might you apply Gardner's theory to the classroom you
are observing?  Give at least four examples.
* Based on your observations, does the teacher you are observing
demonstrate gender bias behavior?
a. If yes, detail two to three specific examples.  What would you do
b. If no, describe how the teacher you are observing practices gender
equity in the classroom (give two or three examples).  How might you
improve the teacher's practices?

Journal Writing Prompt #5: Your Dreams and Thoughts

* Your professional goals.
* Your personal goals.
* Your thoughts concerning the teacher and site you visited (I will
keep this confidential).

Fall 2001 Calendar

Class #
Required Article
Intro: Syllabus/Why Ed. Psych.
Research in Ed. Psych.
Field Experience
Introduction Letter Due
p. 11-24

Piaget  (A/B*)
p. 28-42
Article #1
Vygotsky/Kohlberg (C/D)
p. 43-47 &
Article #2,3, and 4
Erikson (E)
p. 48-51
Article #5
Development as a whole
Chapter 3

Classical Conditioning and The Law of Effect
p. 140-144

Operant Conditioning
p. 144-163
Article #6
Exam 1

Writing/Microteaching Assignment 1 Due
Article #7
Critique 1 Due/ Social Learning/ Self Regulation (A/B)
p. 163-169
Article #8
Class #
Required Article
Cognitive Theories of
Learning (C/D)
Chapter 6
Article #9
Cognitive Theories of
Learning (E)
Chapter 6
Article #10
Motivation (A/B)
Chapter 10
Article #11
Motivation (C/D)
Chapter 10
Article #12
Motivation (E)
Chapter 10
Article #13 & 14
Exam 2

Writing/Microteaching Assignment 2 Due

Critique 2 Due/Student Centered/Constructivist (A/B)
Chapter 8

Student Diversity (C/D)
Chapter 4

Effective Learning
Environment (E)
Chapter 11

Accommodating Instruction to Meet Individual Needs
Chapter 9

Effective Lessons
Chapter 7

Class #
Required Article
Learners with
Exceptionalities (E)
Chapter 12

Chapter 13

Exam 3

Writing/Microteaching Assignment 3 Due

Critique Assignment 3 Due

Review for Final


As the instructor, I reserve the right to change this syllabus.
*The letters A-E represent Note Card presentation rotation due dates.

Reading List (organized by article number)

1).  Cohen, L. M. & Kim, Y. M. (1999).  Piaget's equilibration theory
and the young gifted child: A balancing act.  Roeper Review, 21(3),

2).  Kohn, A. (1997).  How not to teach values: A critical look at