Education | Educational Psychology for Elementary Teachers
P251 | 5754 | Dr. David Estell

The purpose of this course is to give students an overview of the
psychological perspective of education and how this perspective can be
applied to the classroom to enhance teacher skills and effectiveness.
Topics will include the role of educational psychology in schools,
theories of learning and development, motivation, creating productive
learning environments (including classroom management), approaches to
instruction, and assessment of learning.

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.

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.

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.

Course Text
Ormrod, J. (2003)  Educational psychology: Developing learners (4th
Ed.).  Upper Saddle River, NJ: Merrill Prentice Hall.

Your grade will be based on
Participation	..........................20
Teaching Critiques (4 @ 25 pts.)..........100
Exams (midterm & final)	...............	200
Philosophy of teaching and leaning paper...80

Participation (20 pts): During the semester we will have a number of
in-class discussions of the material presented in the book and in
class, as well as applying these principles to examples taken from
cases studies and videos of actual teachers.  You will be expected to
know the book material prior to class, and be ready to participate in
these discussions.

Case Studies (4 x 25 pts. each):  Three case studies (videos on the
web) 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 two will be done individually.

Exams (2 x 100 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
short-answer questions.  Make ups will be considered only for extreme
and unavoidable situations and will be all essay questions.

Philosophy of Teaching/Learning Paper (80 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.

Grades will be assigned as follows:

A 94-100      374-400
A-90-93       358-373
B+87-89       346-357
B 83-86       330-345
B-80-82       318-329
C+77-79       306-317
C 73-76       290-305
C-70-72       278-289
D+67-69       266-277
D 63-66       250-265
D-60-62       238-249
F 59 and down 0-237

These grades are based on the following criteria:

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 Material

The material of this course will be arranged by topic, though I hope
by the end of the course you will understand that such divisions are
simply an easier way to look the topics--and that all are
interdependent upon each other.

The key to keeping this course interesting for all of us is
participation.  You are to have done the assigned reading prior to the
class for which it is listed, and are accountable for the information.

This will allow us to use class-time for discussion of the material
and for supplementary information above and beyond that in the text.
Although lectures and discussion follow the topics in the books, they
will expand on the information in the text.

The basic schedule for the course follows...

Mon., Sept. 2
Child Development
Wed., Sept. 4 Educational psychology and teacher decision making.
Ormrod Ch. 1
Mon., Sept. 9 Cognitive and linguistic development.
Ormrod Ch. 2
Wed., Sept. 11 Cognitive and linguistic development.
Ormrod Ch. 2
Mon., Sept. 16 Personal, social, and moral development.
Ormrod Ch. 3
Wed., Sept. 18 Personal, social, and moral development.
Ormrod Ch. 3
Mon., Sept. 23 Individual and group differences.
Ormrod Ch. 4
Wed., Sept. 25 Individual and group differences.
Ormrod Ch. 4

Mon., Sept. 30 Students with special educational needs.
Ormrod Ch. 5
Wed., Oct. 2 Students with special educational needs.
Ormrod Ch. 5
How Students Learn
Mon., Oct. 7 Behaviorist views of learning.
Ormrod Ch. 9
Wed., Oct. 9 Behaviorist views of learning.
Ormrod Ch. 9
Mon., Oct. 14 Learning and cognitive processes.
Ormrod Ch. 6
Wed., Oct. 16 Learning and cognitive processes / knowledge
Ormrod Ch. 6 and 7
Mon., Oct. 21 Higher-level thinking skills.
Ormrod Ch. 8
Wed., Oct. 23 Higher-level thinking skills.
Ormrod Ch. 8
Mon., Oct. 28 Social cognitive views of learning.
Ormrod Ch. 10
Wed., Oct. 30 Social cognitive views of learning.
Ormrod Ch. 10
Mon., Nov. 4 Motivation and affect.
Ormrod Ch. 11
Wed., Nov. 6 Motivation and affect / cognition and motivation.
Ormrod Ch. 11 & 12
Mon., Nov. 11 Cognition and motivation.
Ormrod Ch. 12
Wed., Nov. 13 Instructional processes.
Ormrod Ch. 13
Instructional Processes
Mon., Nov. 18 Instructional processes.
Ormrod Ch. 13
Wed., Nov. 20 Classroom management.
Ormrod Ch. 14
Mon., Nov. 25 Classroom management.
Ormrod Ch. 14
Wed., Nov. 27 Thanksgiving
Mon., Dec. 2 Basic concepts and issues in assessment.
Ormrod Ch. 15
Wed., Dec. 4  Basic concepts and issues in assessment.
Ormrod Ch. 15
Mon., Dec. 9 Classroom assessment strategies.
Ormrod Ch. 16
Wed., Dec. 11 Classroom assessment strategies.
Ormrod Ch. 16

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, 5, and 8 as explained below.

Principle #2: The teacher understands how children learn and develop,
and can provide learning opportunities that support their
intellectual, social and personal development. Evaluation/Criteria:

"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.

"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: The teacher uses an understanding of individual and
group motivation and behavior to create a learning environment that
encourages positive social interaction, active engagement in learning,
and self-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: The teacher understands and uses formal and informal
assessment strategies to evaluate and ensure the continuous
intellectual, social and physical development of the learner.

"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.

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, etc.).

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.