Education | Educational Psychology for Middle/Secondary Teachers
P255 | 5679 | Briana Brecheisen


Course Description:
This course will examine the ways in which students learn and the ways
in which teachers can maximize student learning.  The lectures,
activities, assignments, labs, and field experiences are designed to
provide you with (1) an overview of theories and research in
educational psychology, and (2) practical applications for teaching at
the middle and secondary levels.  Topics to be covered include the
role of educational psychology in schools, theories of learning and
development, and strategies for effective instruction, classroom
management, motivation, and assessing student learning.

Course Objectives:
The main objective of this course is to help you learn, understand,
and use educational psychology in your personal and professional
lives.  More specifically, this course is designed to help you:

1.  Gain a foundation of knowledge in human learning, development,
motivation, and assessment.
2.  Apply theories of learning and development to middle and secondary
level classrooms.
3.  Develop the skills and professionalism necessary for good
teaching.  For instance, this course strives to develop teachers who
are inquisitive, self-reflective, concerned, effective communicators,
critical thinkers, and life-long learners.

Course Format & Policies:
Daily Activities to Promote Understanding:  Points will be awarded for
daily activities.  If you are absent, you will miss points for that
day's activities.  If you have to miss a class, please email or call
me beforehand. Attendance at each course meeting is important to
promote understanding throughout the semester. Please be on time as it
is disruptive to your fellow students to walk in late.

Readings/Discussion:  You are responsible for the assigned readings
prior to the date the material is discussed in class.  Discussions,
activities, and assessments will be based on the assumption that you
have prepared for class by reading the assigned materials.  You will
be responsible for all assigned readings and for all material
discussed in class even if you are absent.

Late Papers & Assignments:  All written assignments must be submitted
on the due date!  Any item not submitted the day on which it is due
will be docked 5% for each day it is late.  Missed quizzes, tests, and
activities will be counted as zero unless, in extraordinary
circumstances, you have made arrangements with me in advance.

Syllabus Changes: Please note that I reserve the right to make changes
to the syllabus as necessary.  However, I will try to keep changes to
a minimum.  If changes need to be made, I will let you know ASAP.

Honor Code: You are responsible for abiding by all policies and
regulations regarding academic and personal conduct as stated in the
Code of Student Rights, Responsibilities, & Conduct, which can be
found at http://campuslife.indiana.edu/Code/.

Students with Disabilities:  If you have a visual, auditory, physical,
&/or learning disability, modifications and accommodations can be made
for you after you have contacted me and have presented documentation
indicating qualification for services from the Disabled Student
Services office.  Contact the Office of Disabled Student Services for
eligibility requirements.

Email accounts:  You are required to have an active e-mail account,
and to check your e-mail at least twice a week to receive messages
related to this course.

Grading Procedures:
Your grade in this course will be based on your performance on a
variety of tasks:

Participation in Daily Activities (2 pts/day)  50
Quizzes (5 quizzes, 20 pts each)  100
Midterm Examination  100
Group Project & Presentation  100
Final Paper  50
TOTAL POSSIBLE POINTS  400

The maximum number of points available will be 400.  Grades will be
based on the total point accumulation as follows:

A+ = 388-400 (97-100%)
A = 372-387 (93-97%)
A- = 360-371 (90-92%)
B+ = 348-359 (87-89%)
B = 332-347 (83-86%)
B- = 320-331 (80-82%)
C+ = 308-319 (77-79%)
C = 292-307 (73-76%)
C- = 280-291 (70-72%)
D+ = 268-279 (67-69%)
D = 252-267 (63-66%)
D- = 240-251 (60-62%)
F = 239 (59%) & Below
Course Assignments/Requirements:

Daily Activities (2 points/day, 50 points total):  As the class is
based on a discussion/activity format, participation in daily
activities is very important.  Points will be awarded each day to
those who participate in such activities as discussions, small group
work, analyzing and applying video clips, etc.  Cases of lengthy
illness or other difficult circumstances that may impact activity
points will be considered on an individual basis.

Quizzes (5 quizzes, 20 points each; 100 pts total): Quizzes will be
given to assess the degree to which students understand the material
presented in the textbook and in-class activities.  The quizzes will
consist of matching, multiple-choice, and T/F questions.

Midterm Examination (100 points):  A midterm examination will be given
to assess the degree to which students understand how to apply the
material presented in the textbook and in-class activities to a
middle/secondary classroom setting.  A list of possible essay
questions will be given to students one week before the in-class
midterm exam.  You can prepare answers to the questions, but will not
be allowed to use any materials including notes and texts when you
take the exam.

Group Project and Presentation (100 points): Students will work in
groups of approximately 5 people to research a hot topic, a current
issue relevant to education and educational psychology.  Each member
will find at least one journal article from different journals, but on
the same topic.  Each student will write a 1-2 page typed,
double-spaced summary of his/her article.  In addition, each group
will write a 5 page paper describing and summarizing the information.
On your due date, each group will submit their papers and give a
presentation of approximately 20-30 minutes.  The presentation should
describe the topic, the importance of the topic for teachers, the
similarities and differences in the articles, etc.  The manner in
which the material is presented should reflect the knowledge regarding
effective teaching that you have learned throughout the course.
Presentations will be graded in 2 ways.  First, by the instructor
according to standards suggested and agreed upon by the students.
Second, by your group members; a set number of points will be given to
each group to divide among group members according to the amount of
work each group member exerted in preparing for the presentation.

Final Paper (50 points):  You will write a paper of at least 5 pages
regarding your personal philosophy about teaching and learning.  The
paper should discuss how you feel and think about topics discussed in
the text and in class activities.  Furthermore, the paper should
discuss how you plan to use such material in a middle/secondary
classroom setting.

Please note:  Put the last 4 digits of your social security number on
any paper, quiz, etc. you hand in, rather than your name.  This helps
prevent bias in grading.

Also, please note that additional information regarding these
requirements may be provided later.
Schedule: Class Topics, Readings, & Assignments

DATE         TOPIC                     READINGS/ASSIGNMENTS
Tues, 8/28   Introduction, Syllabus
Thurs, 8/30  Student Diversity        Pgs 121-132, 158-160, 164
Tues, 9/4  Students with Special Educational Needs   Pgs 177-183,
216-217.  Case study 19
Thurs, 9/6  Educational Psychology & Teacher Decision-Making  Chapter
1
Tues, 9/11 Cognitive Development  Chapter 2, Pgs 24-42  Quiz 1:
Chapters 1, 4, & 5
Thurs, 9/13  Cognitive Development  Chapter 2, Pgs 43-58	
Tues, 9/18  Personal, Social, & Moral Dev.Chapter 3, Case study 37
Thurs, 9/20  Personal, Social, & Moral Dev.Chapter 3
Tues, 9/25  Cognitive View of LearningChapter 6Quiz 2: Chapters 2 & 3
Thurs, 9/27  Knowledge Construction Chapter 7
Tues, 10/2  Knowledge Construction Chapter 7
Thurs, 10/4  Higher-Level Thinking Skills  Chapter 8
Tues, 10/9  Behaviorist View of Learning  Chapter 10Quiz 3: Chapters
6-8
Thurs, 10/11  Behaviorist View of Learning  Chapter 10
Tues, 10/16  Social-Cognitive View of Learning  Chapter 11
Thurs, 10/18  Chapters 1-11  Midterm Exam
Tues, 10/23  Motivating Students  Chapter 12, Case Study 33
Thurs, 10/25  Motivating Students  Chapter 12
Tues, 10/30  Choosing Instructional Strategies  Chapter 13
Thurs, 11/1  Choosing Instructional Strategies  Chapter 13
Tues, 11/6  Promoting Learning Through Student Interaction  Chapter 14
Thurs, 11/8  Classroom Environment  Chapter 15
Case Study 38  Quiz 4: Chapters 12-14
Tues, 11/13  Classroom Environment  Chapter 15
Thurs, 11/15  Assessing Student Learning  Chapter 16
Tues, 11/20  Assessing Student Learning  Chapter 16
Case Studies 41 & 43  Quiz 5: Chapters 15-16
Thurs, 11/22  THANKSGIVING
Tues, 11/27   Presentations
Thurs, 11/29  Presentations
Tues, 12/4  Presentations
Thurs, 12/6  Presentations
Thurs, 12/13  Final Paper Due  M201: Lab & Field Experiences
Lab: Tuesdays, 11:15  12:05, EDUC 0101
Field Experience: Selected Thursdays, 8:00am  12:00pm, to be arranged

Course Description:
The laboratory and field experience components of this course are
designed to give you practical experience inside a classroom, and the
opportunity to discuss and reflect on your experience.  The objective
of M201 is for you to merge theoretical principles and classroom
interactions in creating your own teaching style.

Grading Procedures:
M201 is graded as pass/fail.  To pass the course, you must meet the
following requirements:
Acquisition of 21 hours in the field
1.  Attendance in labs (only 2 missed labs are allowed)
2.  A satisfactory rating of field performance by your cooperating
teacher
3.  Completion of a reflective journal

Course Policies:
Your presence in an outside classroom means responsibility.  Because
your behavior influences the teacher's perception of you and of the
entire teacher education program at IU, you are expected to present
yourself in a favorable way by being prompt, professional, and
courteous.  Please remember that the teacher sets the rules in his/her
classroom and when he/she asks for something to happen, you need to be
a role model for the students.

Course Assignments/Requirements:
You are required to spend 30 minutes during each field experience
completing a reflective journal on your observations, activities,
thoughts, and feelings.  You will need to submit your journal to me at
the lab meeting following the field experience.

Schedule:
Date:Topic:
8/28  Field Experience Orientation
9/4  ILF Orientation
9/11  Building Confidence
9/18  Field Experience Orientation
9/25  Communicating with Students
10/2  Communicating with Parents
10/9  Instructional Strategies
10/16  Relevance/Prior Knowledge
10/23  Classroom Management
10/30  Class Environments & Develop. Focus
11/6  Learning Theories
11/13  Instructional Process
11/20  Assessment
11/27
12/4

**Topic dates will change when field experience dates are determined**
Information about Group Project/Presentation

Purposes of the group project/presentation:
1.  To give students an opportunity to locate and use journals and
other resources in the field of educational psychology.
2.  To give students an opportunity to develop skills in teamwork.
3.  To give students the opportunity to demonstrate their
understanding of the material on effective teaching covered in class
by putting knowledge into practice.
4.  To give students the opportunity to practice speaking in front of
a group.
5.  To give students the opportunity to learn about important topics
that may not have been covered in the textbook or in-class activities.
6.  To give students the opportunity to learn about a relevant
educational psychology topic that is of interest to them.

Possible topics:
Effects of Maternal Employment & Daycare (Chpt 3)
Presence of Gender & Racial Bias in the Classroom (Chpt 4)
Multiple Intelligences (Chpt 4)
Effectiveness of Inclusion (Chpt 5)
Labeling Students with Special Needs (Chpt 5)
Cognitive Styles (Chpt 6)
Use of Punishment in the Classroom (Chpt 10)
Role of Extrinsic Rewards in the Classroom (Chpt 10)
Effects of Television Violence on Aggressive Behavior (Chpt 11)
Role of Affect in Learning (Chpt 12)
Use of Computer Based Instruction (Chpt 13)
Effectiveness of Applied Behavioral Analysis and Positive Behavioral
Support (Chpt 15)
Effectiveness of Expulsion in Curbing School Violence (Chpt 15)
Alternative Grading Systems (Chpt 16)
Use of Standardized Tests (Chpt 16)
**Other topics which are interesting to you and have been approved by
me**

Suggested journals:
American Educational Research Journal
Childhood Education
Cognition and Instruction
Developmental Psychology
Educational Horizons
Educational Leadership
Educational Researcher
Elementary School Journal
Gifted Child Quarterly
High School Journal
Instructor
Journal of Educational Psychology
Journal of Teacher Education
Phi Delta Kappan
Roeper Review
Teaching Exceptional Children