Education | Educational Psychology for Elementary Teachers
P251 | 5752 | Mary Hancock

Course Description.
This course is designed to provide an overview of the principles of
educational psychology. Students will be introduced to the major
concepts, theories, and issues in the field of educational psychology.
We will explore how knowledge of human development and learning
theories applies in classroom settings and how this knowledge enhances
both learning and instruction.

Course Objectives
The main goal of this course is to provide students with the
opportunity to acquire a meaningful understanding of psychological
principles of learning, development, motivation, and behavior. Active
participation in this course should provide students with the ability
"Understand the fundamental concepts and principles of educational
"Identify the major theories of human development and learning and
understand their relevance to the field of education.
"Apply this knowledge (development, motivation, classroom management
and assessment) to real learning situations.
"Develop the skills and professionalism necessary for good teaching
(i.e. critical reflection, meaningful experience, lifelong learning).

Course Policies
Attendance:  Regular attendance is expected. Participation in daily
activities and discussion is integral to your learning experience in
this class. If missing a class is unavoidable please notify me in
advance. Please arrive to class on time as it is disruptive to your
fellow students to walk in late.

E-mail: It is essential that you maintain an active e-mail account.
Correspondence relating to this course may be sent via e-mail so be
sure to check your account regularly.

Missed/late assignments:  Assignments are due at the beginning of
class on the date specified.  Missed assignments will receive a zero.
Late work, while acceptable, will receive a reduction of 10% of total
points possible for each day that it is late. Special arrangements
will be made only for extreme circumstances.

Class preparation:  You are responsible for reading the assigned text
prior to each class session. Daily activities and discussions will be
based on the assumption that you have read your assignments and are
prepared for class. As you read the text note concepts and/or terms
that you don't understand. These will be recorded at the beginning of
each session and will be addressed as needed in class, in lab, or via

Adaptations and Modifications:  If you have any special needs (i.e.
learning disability or other special circumstances) that would require
adaptations or modifications to regular assignments, exams, or due
dates you should notify me within the first week of class.

Academic integrity:  All university policies and regulations
concerning academic misconduct and stated in the Indiana University
undergraduate bulletin apply in this course.  It is your
responsibility to familiarize yourself with these policies.

Syllabus changes:  The course syllabus provides an overview of the
plan for each class session. The instructor reserves the right to
alter the syllabus as needed. Any deviations from the original
syllabus will be announced in class.

Grades will be determined on a point scale as follows:

Participation  20 pts			  			
Case studies (5 x10)  50 pts				
Midterm Exam  90 pts				
Philosophy of Education Paper  50 pts	
Issue Debate/Paper  100 pts	
Final Exam  90 pts
Total  400 pts					           	

Total possible points = 400

A  = 372-400
A- = 360-371
B+ = 348-359
B  = 332-347
B- = 320-331
C+ =  308-319
C  =  292-307
C- =  280-291
D+ =  268-279
D  =  252-267
D- = 240-251
F   = 239 and below

General Grading Guidelines:
A - Extraordinarily high achievement; shows unusually complete command
of the subject matter; represents an exceptionally high degree of
synthesis and application.
B - Very good, solid, above average quality of work; good synthesis
and application.
C - Satisfactory quality of work; average level of synthesis and
D - Minimally acceptable performance
F - Unacceptable work, does not meet objectives of course.

Course Requirements/Assignments

Participation (20 pts): During the semester we will have four
classroom debates. The entire class will read all issues and students
will be expected to ask questions and offer opinions based on the
readings and the information provided by the debaters. Students will
also complete an evaluation form for each debate team. Points will be
awarded for active participation in and evaluation of the debates. If
you miss a debate you will also miss the opportunity to gain points.

Case Studies (5 x 10 pts. each):  Five case studies will be assigned
during the semester. You will be required to analyze each study and to
respond in writing to specific questions. These questions will address
the areas of development, motivation, and assessment in the context of
"real" classroom situations. Your answers should be thoughtfully
prepared and reflect your knowledge of theories and principles
studied. Two of the studies will be group activities and three will be
done individually. These are scheduled classroom activities and cannot
be made up at any other time.

Exams (2 x 90 pts. each):  Testing can be both a learning aid and a
method of assessment.  Two exams, one near the middle of the term and
one near the end, will be given in order to assess your comprehension
of the course material and its applications.  These tests will consist
primarily of multiple-choice items, some matching items, and a few
essay questions.  Make ups will be considered only for extreme and
unavoidable situations and will be all essay questions.

Philosophy of Teaching/Learning Paper (50 pts.):  This paper requires
you to reflect on why you want to teach and to develop your own
personal philosophy of teaching and learning. This involves a
synthesis of what you have learned about how students develop and
learn, and the strategies involved in teaching effectively. Your
philosophy should also be supported by theories and principles studied
in this course. Specific directions for the philosophy paper will be
provided at the appropriate time.

Controversial Issues in Education Project/Debate (100 pts.):  Each
student will be required to participate in a debate of a controversial
issue taken from Taking Sides: Clashing views on controversial issues
in education (i.e. Do rewards facilitate learning? Can a zero
tolerance policy lead to safe schools?). For each issue there will be
a "pro" team and a "con" team (each consisting of 4-5 students). After
reading both "sides" of the issue each team will further research its
own respective "side" (beyond Taking Sides and the Ormrod text). This
research should involve a minimum of 3 sources per student. The day of
your presentation/debate you (each student) will turn in a 5-6 page
description and analysis of your issue written in APA style (in
addition to the 5-6 pages you should include a title page with name
and date, and a reference page).  It is important that your paper
include both the pros and cons of the issue as well as your personal
view based on your research. Grading for this project includes a group
grade, an individual grade, and a written paper grade. Specific
breakdown of points for this project will be provided during the first
week of class.
Criteria for grading this assignment include:
"Overall content and organization
"Identification of strengths/weaknesses of each position
"Adequate use of "outside" references
"Support for personal position (empirical)
"Coherence, clarity and mechanics of writing
"Effectiveness of presentation

**Important Notes
"Follow all instructions for formatting papers (spacing, length,
"Support your views with specifics (principles, theories, examples….)
"Proofread papers

M101: Laboratory and Field Experience

The purpose of the lab and field experience is to allow you to explore
practical applications of theories from educational psychology.  In
the field you will have the opportunity to view the classroom from a
new perspective - that of a teacher.  The lab time will be used to
discuss and reflect on what you have encountered (through observation
or participation) in your classrooms. A number of resources will be
used to facilitate the lab sessions (videos, the web, guest speakers

M101 is graded on a pass/fail basis. To pass the class you must
complete the following:
"20 hours in the field (arranged through Field Experience Office)
"satisfactory rating of field experience from your cooperating teacher
"Reflective teaching journal
"All lab assignments
"Regular attendance and active participation in lab sessions
(no more than 2 missed labs allowed)

Reflective Teaching Journal:  You will be required to have a 3-ring
binder in which you will keep all observations and reflections (this
will be your journal).  Each week you are required to make a 1-2 page
entry in your journal.  Begin each entry with the date, time, and
place of your field experience and include observations/activities
from each of your field visits as well as any questions or concerns
that arise about classroom observations. In addition, you should type
a 2-3 paragraph reflection about what you learned from each
observation, making connections with materials studied in class.  This
reflection page should be handed in to me at the beginning of lab each
week (it will be returned to you for inclusion in your journal). You
will be provided with a set of specific questions/directions to be
addressed at each field visit. These should be incorporated into your
observation report and reflections. Periodically, I will check your
journals so be sure to bring them to every lab session.

*Reflection can be defined as rethinking or considering an experience
as it relates to specific objectives or goals, in this case teaching
and learning.

The Field Component
Field experience provides you with the opportunity to observe and work
with teachers and students in real classroom settings. You will have
the opportunity to examine the daily lives of teachers.  It is your
responsibility to adhere to the professional standards (dress,
behavior, etc.) set by the school in which you are placed. Your
actions and behaviors reflect not only on you but also on the teacher
education program at Indiana University. The principals and teachers
that you will be working with are opening their classrooms to you, and
you in turn should respect their kindness by being prompt, courteous,
and professional.

P251 - Fall 2002


Week 1	
Sept. 2: Introduction & overview
Sept 4: Educational research
Ch. 1 Ormrod

Week 2	
Sept. 9: Cognitive Development
Ch. 2 Ormrod pp.19-48
Sept. 11: Linguistic Development
Ch. 2 Ormrod pp.48-59
Practice Case Study

Week 3	
Sept. 16: Personal Development
Ch. 3 Ormrod pp.61-72
Case Study #1	

Sept. 18: Social Development
Ch. 3 Ormrod pp.73-86

Week 4	
Sept. 23: Moral Development
Ch. 3 Ormrod pp.86-100	

Sept. 25: Individual/Group Differences
Ch. 4 Ormrod pp.103-118 and 128-134

Week 5	
Sept. 30: Controversial Issue Reading #1
Debate - Moral Education	

Oct. 2: Cognitive Processing
Ch. 6 Ormrod

Week 6	
Oct. 7: Knowledge Construction
Ch. 7 Ormrod pp.227-253
Case Study #2	

Oct. 9: Higher Level Thinking
Ch. 8 Ormrod pp.259-269 and 279-293

Week 7	
Oct. 14:
Synthesis and Review	

Oct. 16:
Exam #1

Week 8	
Oct. 21: Behaviorism
Ch. 9 Ormrod pp.299-318	

Oct. 23: Behaviorism
Ch. 9 Ormrod pp.318-330

Week 9	
Oct. 28: Social Cognitive Views
Ch. 10 Ormrod pp.333-349
Case Study #3	

Oct. 30: Social Cognitive Views
Ch. 10 Ormrod pp.349-361

Week 10	
Nov. 4: Controversial Issue Reading #2
Debate - Brain Research and Classroom Implications	

Nov. 6: Motivation and affect
Ch. 11 Ormrod pp.367-384

Week 11	
Nov. 11: Motivation & Cognitive Factors and Instructional Strategies
Ch. 12 Ormrod pp.389-417
Ch. 13 Ormrod pp.427-438	

Nov. 13: Instructional Strategies and Classroom Environment
Ch. 13 Ormrod pp.438-470
Ch. 14 Ormrod pp.479-488 and 492-499

Week 12	
Nov. 18: Controversial Issue Reading #3
Debate - Zero Tolerance	

Nov. 20: Assessment
Ch. 15 Ormrod
Case Study #4

Week 13	
Nov. 25: Assessment
Ch. 16 Ormrod 	

Nov. 27:

Week 14	
Dec. 2: Review
Case Study #5	

Dec. 4:
Exam #2

Week 15	
Dec. 9: Controversial Issue Reading #4
Debate - Performance Assessment	

Dec. 11: Professionalism and
Teaching Goals
DUE - Philosophy of Teaching paper

Indiana University School of Education Principles
And INTASC Core Standards

The IU School of Education provides a core of six principles as a
framework for the development of education classes. P251, Educational
Psychology for Elementary Teachers, is organized around these
principles which include: community, critical reflection, meaningful
experience, intellectual/personal/professional growth, knowledge and
multiple forms of understanding, and personalized learning. This
course incorporates these principles in daily activities, assignments,
field experiences, and discussions. More information and explanation
can be found online at:

In addition, this course also adheres to the "Model Standards for
Beginning Teacher Licensing and Development" as established by the
Interstate New Teacher Assessment and Support Consortium (INTASC).
These standards identify a "common core of teaching knowledge and
skills" that INTASC deems necessary for effective, high quality
teaching. More information about INTASC and the model standards can be
found online at:

P251 specifically addresses INTASC standards (described as principles)
2.1A, 2.1B, 5.1A, 5.1B, and 8.1A as explained below.

Principle 2.1 A
Understands how children learn and development
Students will read and critique several case studies. They will answer
questions and analyze the situations from a developmental perspective
focusing on the appropriateness of lessons and teacher expectations.
In addition, students will also demonstrate their understanding of
development and learning by successfully answering exam questions.

Principle 2.1 B
Over the course of P251, each student will develop a personal
Philosophy of Teaching and Learning.  At the end of the course
students will submit a written philosophy statement that incorporates
theories and concepts learned and that also describes their
understanding of child development.

Principle 5.1 A and B
Understands individual and group motivation
Case studies (text, video, or ILF) focusing on motivational issues
will be read or watched. Students will analyze specific situations in
terms of types of motivation, effectiveness of practices, and reasons
for various behaviors observed.
In addition, the Reflective Teaching Journal for M101 includes the
observation and analysis of teaching strategies used to promote
extrinsic and/or intrinsic motivation.

Principle 8.1 A
Understands formal and informal assessment strategies
Several methods will address assessment strategies. Students will
assess one another's performance on the classroom debates. A rubric
will be provided and these assessments will be included as part of the
grade that each student receives for the project.
A case study will be presented in which students are asked to grade
the final writing assignment of an elementary student. Students must
then verbally defend their grade assignments based on their
understanding of assessment goals.
A lab activity will also involve students working in groups to develop
assessment portfolios which will include a minimum of five assessment
strategies. The students must present and explain each strategy and
provide examples for the class.