Education | Educational Psychology for Elementary Teachers
P251 | 5750 | Anne Rinn


Course Description:
This course is designed to examine theories in educational psychology
and apply them to classroom situations at the elementary education
level. Topics to be covered in this course include theories of
development and learning, motivation, assessment, and strategies for
effective instruction and classroom management. You will gain a
foundation of knowledge in human learning and development, learn to
apply theories to real-life classrooms, and develop the
professionalism necessary for good teaching.

This course is structured around a set of core principles developed by
the Interstate New Teacher Assessment and Support Consortium (INTASC),
the educational task force responsible for constructing model
standards for the licensing of new teachers. These principles
represent the knowledge, dispositions, and performances deemed
essential for prospective teachers in all subject areas. You can read
about the principles at http://www.ccsso.org/intascst/html. This
course will specifically address five principles by covering the
topics of student development and learning (Principles 2.1A and 2.1B),
individual and group motivation and behavior (Principles 5.1A and
5.1B), and assessment strategies (Principle 8.1A). The assignments
associated with these principles are discussed later in the syllabus.

Additionally, this course, like all courses offered by the Indiana
University School of Education, is developed within a framework
comprised of six major principles. If you are not familiar with these
principles, please read about them at
http://education.indiana.edu/`tep/special.html. Below is a brief
description of how this course reflects the six principles.

Community: Group building activities during the first week of classes,
as well as class discussions and small group work throughout the
semester, will be the basis for the creation of a community of
learners. The collegiality that will develop will be used to push
students into seeing themselves more as teachers and less as students.

Critical Reflection: The use of original literature to facilitate
critical reflection on topics under consideration will be commonplace
in this course. Examples of topics to be discussed include the
following: modeling in the media, the use of intelligence tests, and
the appropriateness of moral education.
	
Intellectual, Personal, and Professional Growth: Critical reflection,
combined with an emphasis on application of knowledge, should set up
an intellectually demanding classroom. Students will be pushed to
think about their current viewpoints as well as changes they would
like to see themselves make.
	
Meaningful Experiences: Meaningful experience will be facilitated in
several ways in this course. First, all discussions will focus on the
use of information in future contexts (i.e., the students'
classrooms). Second, application of much of this information will be
required in the field experience component.
	
Knowledge and multiple forms of learning: Multiple forms of
understanding will be encouraged in this class through the effective
use of numerous types of learning activities and assessments.
Additionally, integration of content area knowledge will be
accomplished through the use of examples from the various content
areas.
	
Personalized Learning: Students will be allowed to choose the specific
topics associated with some assignments, as well as have some choice
in how assignments are completed.

Course Policies:

You are responsible for reading the assigned pages of the text prior
to the date they are covered in class. Discussion, activities, and
exams will be based on the assumption that you have read the required
material. You are also responsible for all class content, whether you
are in class or not.

No late assignments will be accepted and no make-up exams will be
given. In cases of extreme emergency, together we can determine a
course of action. No extra credit or "make-up" participation points
will be given.

You must follow all policies and regulations regarding academic
dishonesty, plagiarism, etc. as stated in the Undergraduate Bulletin.
Disrespect and harassment, including sexual harassment, will not be
tolerated under any circumstances.

Attendance will be taken every class session. If you miss more than 3
classes, I will begin to question your dedication to this course and
to your chosen profession. You will lose 5 points from your grade for
each absence after the first three. Excessive absences will lead to
removal from the course.

Assignments:

Class Participation (50 points)- I strongly recommend that you attend
each class session, as we will be covering information in class that
is not always in the textbook. Classes are designed to further your
understanding of the concepts related to educational psychology, and
so participation is considered necessary.

Homework 1: Hot Topic Debate Paper (75 points)- This short paper will
allow you to research a hot topic in the field of educational
psychology (you can choose from a list of topics that will be provided
for you). Additional information will be given in class.

Homework 2: Personal Philosophy of Teaching and Learning (75 points)-
Students will write a paper of at least 5 pages regarding their
personal philosophy of teaching and learning, including aspects of
child development. Additional information will be given in class.
(This homework assignment addresses INTASC principle 2.1B.)

Exam 1: Development (100 points)- This exam will include multiple
choice and short essay questions concerning topics of child
development. (This exam addresses INTASC principle 2.1A.)

Exam 2: Intelligence and Learning (100 points)- A portion of this exam
is take-home. The remaining part of the exam will be given in class
and will consist of multiple-choice questions. (This exam addresses
INTASC principle 2.1A.)

Exam 3: Motivation, Classroom Environment, and Assessment (100
points)- This exam will include multiple choice and short essay
questions concerning topics related to the classroom environment.
(This exam addressed INTASC principles 5.1A, 5.1B, and 8.1A.)

Grading Guidelines:
A - Shows extraordinarily complete command of the subject matter,
represents an   exceptionally high degree of originality and
synthesis/application ability
B - Very good quality of work, good synthesis/application ability
C - Satisfactory quality of work
D - Minimally acceptable quality/quantity of work
F - Unacceptable work, does not meet requirements

The maximum number of points you can earn in this course is 500.
Grades will be distributed as follows:

A  = 480-500	
A- = 450-479	
B+ = 435-449
B   = 415-434
B-  = 400-414
C+ = 385-399
C   = 365-384
C-  = 350-364	
D+ = 335-349
D   = 315-334
D-  = 300-314

Class Schedule

DATE/TOPIC/READINGS/ASSIGNMENTS

Sept. 3	Course Introduction
		
Sept. 5	Intro. to Educ. Psych. & Teaching p.4-20
	
Sept. 10 Development and Piaget	p.40-50	

Sept. 12 Piaget	p.50-55	

Sept. 17 Vygotsky and Info. Processing Theory p.55-65	

Sept. 19 Language Development p.66-72 Homework 1 assigned

Sept. 24 Personal, Social, & Gender Dev. p.80-101	

Sept. 26 Personal, Social, & Gender Dev. p.80-101	

October 1 Moral Dev. & Moral Education p.102-107	

October 3 Exam 1

October 8 Intelligence p.120-140
	
October 10 Behaviorism p.232-252 Homework 1 due

October 15 Behaviorism p.232-252	

October 17 Social Learning Theory p.253-256
	
October 22 Modeling in the Media
		
October 24 Information Processing Theory p.268-281 p.286-293 Exam 2
take-home portion assigned

October 29 Constructivism p.294-300	

October 31 Concepts and Problem Solving	p.308-336	

Nov. 5 Exam 2; Take-home portion due

Nov. 7	Motivation p.344-377	

Nov. 12	Motivation p.344-377 Homework 2 assigned

Nov. 14	Classroom Management p.384-415	

Nov. 19	Classroom Management p.384-415	

Nov. 21	Instructional Strategies p.424-441	

Nov. 26	Instructional Strategies p.424-441	

Nov. 28	NO CLASS
		
Dec. 3	Student Interaction p.444-461	

Dec. 5	Standardized Testing p.468-498	

Dec. 10	Assessment p.506-541	

Dec. 12	Assessment p.506-541 Homework 2 due Thurs.,

Dec. 19	10:15am-12:15pm in room 1225 Exam 3


The purpose of the lab is to apply what you learn in class to the
situations you will encounter in your field experience. Attendance in
lab is mandatory, although you will be allowed 2 absences. As this
course is graded as pass/fail, if you miss more than 2 labs, you will
fail this course. Your grade for the lab will be determined by the
following areas:

1) Acquisition of 20 hours of field experience
2) Attendance in labs (2 missed labs allowed)
3) A positive rating of field experience by your cooperating teacher
4) Participation in lab discussions
5) Completion of 6 reflection papers

Reflection Papers:

You are required to submit 6 reflection papers through the semester,
based on your field experiences. As you will attend field experience 7
times during the semester, you can choose which 6 experiences you will
write about. I will provide you with guidance questions each week to
guide you in writing the papers. In other words, you will write your 6
reflection papers based on these questions. Each paper needs to be AT
LEAST 2 pages in length, typed, double-spaced, using a 12-point font,
and without fancy headings. The due dates for the reflection papers
are listed below. No late papers will be accepted. (Reflection papers
address INTASC principles 5.1A and 5.1B.)

Lab Schedule

September 5 Orientation to lab and field experience

September 12 Cognitive Development

September 19 Vygotsky and Language Development

September 26 Gender Differences in Education

October 3 EXAM DAY- no lab

October 10 Reflection Paper 1 due; Giftedness and Creativity

October 17 Reflection Paper 2 due; Individual and Group Differences

October 24 Information Processing Theory

October 31 Reflection Paper 3 due; Constructivism and Problem Solving

November 7 Reflection Paper 4 due; Motivation

November 14 Classroom Management

November 21 Reflection Paper 5 due; Instructional Strategies

November 28 NO CLASS

December 5 Reflection Paper 6 due; Standardized Testing

December 12 Assessment