Education | Educational Psychology for Secondary Teachers
P255 | 5837 | Alyson Mease


Required Text/Readings:

1)Ormrod, J. E.  (2002). Educational Psychology: Developing Learners
(4th Ed.). New Jersey: Prentice Hall * Packet including text and case
studies booklet plus extras

2)P255/M201 Reading Packet - Available at Mr. Copy (501 E. 10th,
334-2679)

Course Description and Guiding Principles:
This course is designed to introduce you to the field of educational
psychology and its relevance to your work as a teacher. The format
including both lecture (P255) and lab (M201) allows you to gain
knowledge and experience to build your understanding of the ways in
which multiple factors contribute to student development, learning,
performance, motivation, and behavior in the classroom. You will also
learn about multiple methods for assessing students in these areas.
The course is designed to provide you with an understanding of
theoretical perspectives in these areas and to be a forum for practice
in applying classroom techniques geared toward maximizing your
effectiveness as a teacher. You will have the opportunity to discuss
current issues that affect you as a future educator.

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 INTASC principles 1-10 by covering
the topics of student development and learning, individual and group
motivation and behavior, and assessment strategies.  The assignments
associated with these principles are discussed later in the syllabus.

Additionally, this course, like all courses offered by the IU 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 IU
School of Education principles.

Community:  Early and ongoing community-building activities as well as
class discussions and small group work throughout the semester will be
the basis for a creation of a community of learners within the class.
The collegiality that will develop will be used to allow students to
begin seeing themselves and feeling comfortable taking risks in their
professional role as teachers.

Critical Reflection:  Using literature to facilitate critical
reflection on important issues relevant to educational psychology will
be commonplace in this course.  Examples of topics to be discussed
include the following: (1) How can teachers foster positive moral,
social, cognitive and physical development?, (2) What teacher
characteristics influence student behavior, performance and
achievement?, (3) Should instruction be matched to student learning
style?

Intellectual, Personal, & Professional Growth:  Learning activities
that develop a variety of skills, assessment tools that develop both
lower and higher level thinking, and an overall emphasis on
application of knowledge will be the foundation for an intellectually
demanding classroom.  Additionally, through various course
requirements, students will develop their own philosophy of teaching
that integrates their practical experience and knowledge gained from
this course.

Meaningful Experience:  Meaningful experience will be facilitated
through discussions and other activities that tie course content to
the students' personal and professional lives and focus on the use of
information in school settings.  Additionally, application of course
content will be required in their early field experience.

Knowledge and Multiple Forms of Understanding:  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.


Course Objectives:
It is important that you use this class to acquire the content
knowledge described below, but also to learn about your role as a
teacher through our classroom experience as described in the column on
the right.

Content-related	Role-as-teacher
Through lectures, readings, classroom activities, field experience and
assignments, you will be expected to:

"Begin to determine whether this is the right field for you and if you
are right for the profession

"Become acquainted with theories and principles regarding human
development and learning

"Apply theoretical principles to classroom situations

"Demonstrate skills in critical self-reflection and peer evaluation

"Demonstrate professionalism in class, lab and field experiences

"Develop a personal instructional philosophy based on theory and
research

"Work collaboratively in group situations

"Understand and develop different techniques for assessment

Through my example as your instructor and your experience, you will
have the opportunity to observe and acquire:

"Community-building techniques

"Classroom management strategies

"Familiarity with your role of teacher as a resource to students

"Experience with different methods of teaching

"A respectful perspective on student behaviors

"An appreciation and respect for diverse backgrounds and perspectives

"A balance between flexibility and structure in your role as a teacher

"An ability to maintain a safe, cooperative learning environment

"An understanding of the importance of continually evaluating your
effectiveness as a teacher

Course Format, Policies and Expectations:
Attendance: This class is driven by discussion, group work and
cooperative learning activities, which means the attendance of each
person is valued and critical. In addition, consistent attendance and
punctuality demonstrate quality practice as a teacher. Regular
attendance and alert participation are expected by the School of
Education as part of your requirements for graduation. If you are
going to miss a class, please e-mail or call beforehand to make
appropriate arrangements.  You are allowed 2 absences and 3 late
arrivals before your grade is affected…so use them sparingly. In cases
of extreme situations or lengthy illness, arrangements will be made.
You will not receive credit nor be able to make up points for daily
in-class activities and discussions that you miss.

Readings/Active Participation:  You are responsible for the assigned
readings prior to the date the material is discussed in class, even if
you are absent.  Discussions, activities, and assessments will be
based on the assumption that you have prepared for class by reading
the assigned materials.  You will also be expected to participate
actively in classroom activities. You will expect the same from your
students one day, so engage!! If this is not a semester in which you
are able to devote a great deal of time to preparation for this class,
consider taking it another time.

Late Papers & Assignments:  All written assignments must be submitted
at the beginning of class on the due date.  You will lose 5% for each
day an assignment is late.  Missed quizzes, tests, and activities will
be counted as zero unless, in extraordinary circumstances, you have
made arrangements with me in advance. All assignments (excluding
in-class work) are to be typed in Times New Roman, 12-point font with
one-inch margins and turned in to me at the beginning of class. All
sources used for written projects must be appropriately cited in your
writing (I will show you how to do this). You are required to visit
the writing lab for editing of your Individual Project and are
strongly encouraged to use this service for all written assignments
(855-6738). Your writing is important for establishing professionalism
as well as important contact with employers, students and parents…so
use this time to sharpen your skills!

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

Professionalism/Honor Code: We will work to create an accepting,
respectful classroom environment in which you are able to express
diverse perspectives on sometimes controversial educational issues. I
urge you to speak openly and to listen respectfully to others. This
will help you do so with your future students. It is critical that you
approach classroom discussions, activities and lab experiences with
professionalism. 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/.

Adaptations and/or Modifications:  I will gladly accommodate religious
holidays, learning disabilities, or other special circumstances if you
let me know in advance. If you have a visual, auditory, physical, &/or
learning disability, accommodations can be made for you. Contact the
Office of Disabled Student Services for eligibility requirements
(Franklin Hall, 096; 855-7578).

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.
	
Extra Credit: No extra credit will replace core assignments. However,
if you want to boost your grade by engaging in enriching activities
that add to your professional and personal experience, I'm glad to
give you points. I'll suggest ideas on different occasions. Also, let
me know what great things you're doing to and we'll talk extra points!

Grading:
You determine your grade in this course, not your instructor nor your
classmates. Grades and IU criteria for achieving them are posted
below. Look this over carefully and decide now what you want to see at
the end of the course. Explanations of how you will be evaluated are
included with assignment descriptions.

A  - Extraordinarily high achievement; shows unusually complete
command of the subject matter; represents an exceptionally high degree
of originality and creativity.
A-  - Exceptionally thorough knowledge of the subject matter;
outstanding performance, showing strong analytical skills.
B+ - Significantly above average understanding of material and quality
of work.
B - Very good, solid, above average quality of work.
B- - Fair, acceptable performance on most but not all aspects of the
course.
C+/C - Satisfactory quality of work
C-/D - Minimally acceptable performance.
F - Unacceptable work.

Point Allocation for Coursework:
Daily Activities 10%  50 points
Journals 10%  50 points
Pop Quizzes 10%  50 points
Individual Project 15%  75 points
Midterm Examination 20%  100 points
Group Project/Presentation 25%  125 points
Philosophy of Teaching and Learning 10%  50 points
Total 100%  500 points

A+ (485-500)	
A   (465-484)
A-  (450-464)
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)

**Please note: In terms of requirements for the School of Education,
you must achieve a minimum of a C to 'pass' this class and continue in
the education program. A grade of C- or lower will result in having to
retake the course and the lab.
Course Assignments and Explanation of Evaluation for P255:

"Daily Activities (2 points/day, 50 points): 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 actively 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. INTASC Principles 9,
10

"Journals (50 points, See Schedule of Events for Dates): Journals
should be a brief (1-page) description of how you could link concepts
discussed in class to your work as a teacher. These should be
reflective of strengths and weaknesses you might have in implementing
strategies discussed. In addition, you may provide descriptions of
your own development and potential personal and professional struggles
in the areas covered in classes that week. Your ability to
self-reflect, think critically and integrate course material with
practical experience will be evaluated in your journals. Journal
entries must be attached in an email to me by 5pm on the Thursday of
the week they are assigned. Late journals will not be accepted. INTASC
Principle 1

"Pop Quizzes (50 points, DATES: surprise): Six quizzes will be given
at various times throughout the semester to assess the degree to which
you understand the material presented in the textbook and in-class
activities. Quiz questions may by T/F, multiple choice, matching or
fill-in-the-blank. Each quiz is worth 10 points. You will either throw
out your lowest quiz score or elect not to take one quiz over the
course of the semester. INTASC Principle 1

"Midterm Examination (100 points, DATE: 10/21): A midterm examination
covering student development and learning 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 or
secondary classroom setting.  The format will be a combination of
multiple choice, short answer and essay. The goal is to assess your
foundation of theoretical knowledge and your ability to apply it to
educational scenarios. Essay questions will stress synthesis and
application of what you have learned and require you to reflect on
your own experiences and practices. INTASC Principles 1, 2, 3

"Individual Project (75 points, DUE 11/18): Write a 5-7 page paper
reflecting on the constructs of motivation and classroom management by
completing ONE of the projects below. You must attend an appointment
at the Writing Center (855-6738) to edit your rough draft prior to
turning in your final product. Make this appointment early, as the
Center gets very busy! Both rough and final papers are due for the
final project. You will not be given credit without proof of your
visit to the Writing Center. INTASC Principles 5, 6, 9:

i.Movie Critique
Watch one of the movies listed below (or another one approved by me)
and analyze the techniques the teacher uses to motivate the students
and to manage the class. Use the text, other research and class
discussions to facilitate your analysis of the motivational and
classroom management style of the teacher/leader in the movie.  You
must link the strategies used in the movie to concepts and theories
discussed in class. Take on the role of critic by describing strengths
and weaknesses of the teacher in fostering motivation and in managing
the classroom. MOVIES: Dead Poet's Society, Stand and Deliver, Lean on
Me, Dangerous Minds, Mr. Holland's Opus, Man Without a Face,
Wonderboys

ii.Coffee Talk
You are on your prep hour at school and you walk into the teacher's
lounge to discover Piaget, Vygotsky, Maslow, Skinner and Erikson are
there. You ask all of them two open-ended questions (one regarding
motivation, one regarding classroom management). In your paper, trace
the conversation between each of these theorists in response to your
questions. Be sure to accurately reflect the stance that each would
take by using their theories of learning and development to inform
your summary. Please notify me of your questions prior to beginning
the project.

iii.Hot Topic in Education
Research the literature in educational journals for current hot
topics/debates regarding motivation and classroom management (see
reading packet for a list of some journals). Find two articles on each
topic and summarize, compare and contrast the articles for each topic.
Attach the research articles. Your summary should provide evidence for
critical thought regarding each of the constructs as represented in
your articles.

"Group Workshop (125 points, DUE______): As a teacher, it will be
essential that you are adept at working collaboratively and presenting
important information. For this project, your group will design a
workshop on a specific topic relevant to adolescence (see ideas
below). Your workshop represents and instructional plan regarding your
topic of choice that you are trying to persuade other teachers in your
school to incorporate into their curricula. Your group will make a 30
minute presentation of your workshop to the class. Presentation dates
are located in the Schedule of Events at the end of this syllabus.

Each group is required to set up a meeting time to discuss their topic
with me at least one week prior to their workshop date. At this
meeting, you need to bring a draft of your workshop plan and a copy of
your resource packet. Research for this project includes incorporating
relevant P255 course materials/readings as well as conducting your own
literature search and research review using databases such as ERIC and
PsychInfo.

Your final product will consist of:
1)A detailed workshop plan that includes a description of the topic, a
research and theory-based rationale for its relevance to adolescents,
an explicit lesson plan, goals/objectives of your lesson, specific
materials, activities and resources to be used, an assessment
instrument, and the estimated time requirements for implementing the
lesson and using the assessment of learning.

2)A resource packet for each student in our class including
references, activities, fact sheets, and other salient information for
teachers.

3)A group self-analysis of your teaching effectiveness. Each group's
workshop will be videotaped and then viewed by members of your group.
You will each produce an evaluation of the quality of teaching and
incorporation of theory and research demonstrated by your group.

4)Group member evaluations. Everyone in the group is required to
submit an evaluation of each group member's participation and
effectiveness for the project (including your own). The final group
grade will be based, in part, on the combination of all group member
evaluations of each other, so make thoughtful evaluations.
More specific information about completing each of the components of
this assignment will be provided when your group meets with me to
discuss your workshop.
	
Possible Topics: Body image, bullying, sex, sexuality, substance use,
relationship issues, family issues, any others you might find
interesting and I approve…be creative!

"Philosophy of Teaching and Learning (50 points, OUTLINE of PROGRESS
DUE 10/28; PHILOSOPHY DUE 12/11): Prepare a project in the format of
your choice portraying your personal philosophy of teaching and
learning. This is an opportunity for you to be creative in
synthesizing the theories, research and practical applications we have
discussed throughout the semester into your own framework. A written
explanation must accompany every project and include:
1)Description of you your philosophy as depicted in your end product

2)Incorporation of theoretical and research underpinnings for your
philosophy and how they are demonstrated in your end product

3)Explanation of how your philosophy accounts for student development,
learning and assessment

4)How you will continually evaluate the effective application of your
personal philosophy
INTASC Principles 1, 2, 3, 9

Course Description and Objective:
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. Because you will not
begin work at your school site until several weeks into the semester,
the lab will include debates and discussions about topics influencing
your classroom practices.
Grading:
M201 is a satisfactory/fail adjunct to P255. To pass, you must meet
the following requirements:

"Spend 20 hours at your field placement

"Attend all lab class meetings (only 2 missed labs are allowed for a
passing grade)

"Receive a satisfactory rating of performance from your cooperating
teacher

"Participate actively in lab activities

"Complete all observation forms and receive an average that produces a
passing grade on the following scale:

o  v+ Stellar, thorough work, exceeds expectations

o  v Satisfactory, acceptable work

o  v- Incomplete work, does not meet requirements, revision necessary

o  0 Incomplete, unacceptable work

Course Policies:
The same standards of respect and professionalism listed above apply
in M201. Please present yourself professionally, as this is your first
opportunity to work in the classroom and you are representing not only
yourself, but the IU School of Education. Take special care to be on
time, courteous and appropriate (in attire, language, behavior, etc.)
as you are a role model for students in your classroom.

Course Assignments:
Observation/Reflection Forms: You are required to complete an
observation/reflection form immediately following each site visit.
Copies of these forms are in the back of your reading packet and
should be used sequentially. They should be submitted to me at the
first lab meeting following your visit. A minimum of seven forms are
required for a passing grade, provided you have completed your hours
in those seven visits.

Readings: Occasionally, readings will be assigned specifically for lab
meetings. Please work to familiarize yourself with the content of
these readings before class…they will provide the substance for our
discussions and lab exercises.

Schedule of Events
DATE/TOPIC/READINGS/(T=text, P=packet)/ASSIGNMENTS

Unit 1: INTRODUCTION TO EDUCATIONAL PSYCHOLOGY
Mon 9/2 LAB Introduction to Lab		

Mon 9/2	Introduction to Class
Syllabus	

Wed 9/4	Education: Background
P: 3-20	

Mon 9/9 LAB/Field Experience Orientation
Letter to Teachers

Mon 9/9	Educational Psychology: Introduction
T: Ch 1	

Unit 2: DEVELOPMENT

Wed 9/11 Cognitive Development
T: 20-42
Journal 1

Mon 9/16 LAB
Cognitions in Adolescence
P: 23-45	

Mon 9/16 Cognitive Development
T: 42-59; P: 46  	

Wed 9/18 Personal Development
T: 60-72
Journal 2

Mon 9/23 LAB
Identity
P: 47-56	

Mon 9/23 Social and Moral Development	
T: 73-101	

Wed 9/25 Special Educational Needs
T: Ch 5; P: 57-80 	
Journal 3

Mon 9/30 LAB
Communicating with Parents
P: 83-102	

Unit 3: LEARNING

Mon 9/30 Learning and Cognitive Processes
T: Ch 6; P: 105-115 	

Wed 10/2 Knowledge Construction	
T: Ch 7; P: 117-127	
Journal 4

Mon 10/7 LAB	
Discussion: Field Experiences		

Mon 10/7 Behaviorist Views of Learning	
T: 298-318	

Wed 10/9 Behaviorist Views (cont.)
T: 318-331; P: 129-132	

Mon 10/14 LAB	
Behaviorism in Action		

Mon 10/14 Workshop 1
T: 332-349	

Wed 10/16 Social Cognitive Views of Learning
T: 349-365	
Journal 5

Mon 10/21 LAB	
Social Cognitive Teaching		

Mon 10/21 Midterm Exam		

Wed 10/23 Workshop 2		

Unit 4: UNDERSTANDING STUDENT MOTIVATION and BEHAVIORS

Mon 10/28 LAB	
Discussion: Field Experience		

Mon 10/28 Motivation
T: 366-377; P: 135-138	
Philos. Progress

Wed 10/30 Affect
T: 377-387	
Journal 6

Mon 11/4 LAB	
Motivating Students		

Mon 11/4  Cognitions and Motivation
Workshop 3	
T: Ch 12; P: 139-140	

Wed 11/6 Classroom Environment	
T: 478-492; P: 141-146	
Journal 7

Mon 11/11 LAB	
Maximize Learning		

Mon 11/11 Classroom Management
T: 492-509; P: 147-179	

Wed 11/13 Workshop 4
Journal 8

Mon 11/18 LAB	
Manage your Class		

Unit 5: INSTRUCTIONAL STRATEGIES and ASSESSMENT TOOLS

Mon 11/18 Preparing for Instruction
T: 426-454; P: 183-188	
Individual Project

Wed 11/20 Choosing Instructional Strategies
T: 454-477	
Journal 9

Mon 11/25 LAB	
Matching to Students		

Mon 11/25 Workshop 5, Assessment Intro	
T: Ch 15; P: 189-192  	

Wed 11/27…NO CLASS: Thanksgiving Break!!

Mon 12/2 LAB	
Assessment: When, Why, How		

Mon 12/2 Assessment: Development & Use	
T: 552-570; P:193-203	

Wed 12/4 Workshop 6	
Journal 10

Mon 12/9 LAB
Reflections on Field Experience		

Mon 12/9 Summarizing Student Achievement
T: 570-591	

Wed 12/11 Reflections on P255/M201
Philosophy