Education | Educational Psychology for Elementary Teachers
P251 | 5948 | Erin Carr


Required Materials:

Slavin, R. E. (2003). Educational psychology: Theory and practice
(7th ed.).  Boston, MA; Allyn and Bacon.

Readings: Reserved reading assignments will be posted and accessed
via Oncourse.

Course Description & Objectives:

The objective of this course is to help you learn, understand, and
apply educational psychology in your personal and professional
lives.  This course will examine the ways in which students learn as
well as how teachers can maximize student learning. Specific topics
covered include student development, student learning, motivation,
classroom management, and assessment.  The lectures, activities,
assignments, labs, and field experiences are designed to provide you
with (1) an overview of theories and research in educational
psychology, (2) practical applications for teaching at the elementary
level, and (3) an opportunity to develop the skills and
characteristics necessary for good teaching.  This course strives to
develop teachers who are inquisitive, self-reflective, effective
communicators, and life-long learners.

This course is based on a set of core principles developed by the
Interstate New Teacher Assessment and Support Consortium (INTASC),
which is the educational task force responsible for constructing
model standards for the licensing of new teachers.  These principles
outline the knowledge, dispositions, and performances deemed
essential for prospective teachers in all subject areas.  More
information on the principles and task force can be found at
www.ccsso.org/intascst/html.  This course will 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 5.1 B), and assessment strategies
(Principle 8.1A).  The assignments associated with these principles
are discussed later in the syllabus.

Like all other courses offered by the IU School of Education, this
course is developed within a framework of six major principles (for
more information: http://education. indiana.edu/~tep/special.html).
Below is a brief description of ways in which this course reflects
these principles.

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

Critical Reflection: Using original literature to facilitate critical
reflection on important issues relevant to educational psychology
will be commonplace in this course.  Several debates will be
organized between groups that highlight controversial issues in the
field of educational psychology. Examples of topics to be discussed
include: (1) should students be rewarded for learning? (2) Whatís
wrong with memorizing? (3) Does television violence significantly
affect the behavior of children? (4) Can a zero-tolerance policy lead
to safer schools?

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 be pushed to develop their own philosophy
of teaching that integrates their prior experiences, personal
opinions, and knowledge gained from this course.

Meaningful Experience: This component will be facilitated through
discussions and other activities that tie course content to the
studentsí personal and professional lives and focus on the use of
information in future contexts.  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.
Students will leave this course well versed in learning theories with
a beginning understanding of the content in relation to their
teaching focus area. Additionally, integration of content area
knowledge will be accomplished through the use of examples are from
the various content areas.

Personalized Learning: Students will be allowed to choose the
specific topics associated with some assignments.

Course Expectations & Policies:

Daily Activities: You are expected to attend class and participate in
daily activities.  Points are awarded for this participation.  If you
are absent, you will not receive points for that dayís activities.
If you need to miss a class, please email or call me ahead of time.
Class attendance is a critical component in promoting your continual
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 are
responsible for all assigned readings and materials discussed in
class even if you are absent.

Late Papers & Assignments: All written assignments must be submitted
on the due date! Late assignments will lose 5% each day it is late.
You will be given a zero for missed quizzes, tests, and activities
unless in extraordinary circumstances and you have made arrangements
with me in ADVANCE.

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
are made, I will notify you immediately.

Honor Code: This course promotes academic honesty.  Dishonesty may
result in the failure of the course. 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, accommodations can be made for you if you
contact me and present documentation indicating qualification for
services from the Office of Disabled Students Services.  Contact the
Office or 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.

Respect for Diversity: Our classroom will be a place where diversity
is accepted and valued.  The differences between class members will
be embraced. Language that degrades and individual or group because
of gender, ethnicity, nationality, race, socioeconomic status,
religious preference, or sexual orientation will not be tolerated.

Grading Procedures:

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

Participation in Daily Activities (5 points/day) 150 (15%)
Quizzes (4 quizzes, 50 points each) 200 (20%)
Midterm Examination 200 (20%)
Hot Topic Project 200 (20%)
Thought Paper 50 (5%)
Final Personal Philosophy Paper	200 (20%)
TOTAL POSSIBLE POINTS 1000

The maximum number of points is 1,000.  Grades will be based on the
total point accumulation as follows:

A+ = 970-1000 (97-100%)	
A = 930-960 (93-96%)	
A- = 900-920 (90-92%)	
B+ = 870-890 (87-89%)	
B = 830-860 (83-86%)	
B- = 800-820 (80-82%)
C+ = 770-790 (77-79%)	
C = 730-760 (73-76%)	
C- = 700-720 (70-72%)
D+ = 670-690 (67-69%) 	
D = 630-660 (63-66%)	
D- = 600-620 (60-62%)
F = 590 & Below (59%)
Course Assignments/Requirements:

Daily Activities (5 points per day, 150 points total): Because this
class is based on a discussion/activity format, your preparation for
class and participation in daily activities is very important. Points
are awarded for engaging in preparation for class (such as completing
reading and other small class assignments), as well as for
participating in class activities (such 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. (An in-class
activity will address INTASC principle 8.1A).

Quizzes (4 quizzes, 50 points each, 200 points total): Quizzes will
be given to assess the degree to which students understand the
material presented in the textbook and in-class activities.  Format
of quizzes will vary but may include multiple-choice, fill-in-the-
blank, and short answer.

Midterm Examination (200 points): A midterm examination covering the
areas of 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 an elementary
classroom setting.  A list of possible essay questions will be given
to students one week before the in-class midterm exam.  Students can
prepare answers to the questions, but will not be allowed to use any
materials during the exam period. (Exam will address INTASC principle
2.1A).

Hot Topic Project (200 points): Students will work in teams of
approximately 4 people to research and debate one side of a hot
topic, a current issue relevant to educational psychology.  The
project consists of three components: individual article reviews,
group paper, and class debate.  Please see additional handout for
more information.

Thought Paper (50 points): At the beginning of the course, you will
write an informal paper (2 paragraphs) regarding your personal
thoughts on learning and teaching. The objective of this assignment
is to examine your pre-existing beliefs, values, and thoughts
regarding how students learn and how to best instruct them as a
teacher at this point. Please see additional handout for more
information. At the end of the course, you will examine how these
thoughts differ, changed, or remained the same.

Final Paper (200 points): You will write a revised and expanded paper
(of at least 5 pages) regarding your personal philosophy about
teaching and learning and the ways that it has transformed throughout
the semester.  Please see additional handout for more information.
The paper is due Monday, December 11th, 5:00PM. (Paper will address
INTASC principle 2.1B).

Schedule: Class Topics, Readings, and Assignments:

UNIT 1: EDUCATIONAL PSYCHOLOGY

WEEK/DATE/TOPIC/READING
For Today/ASSIGNMENT

Week 1	
Tuesday 9/2 Introduction to Course and Its Importance		

Thursday 9/4 Introduction to One Another/Plagiarism link on Oncourse/
Plagiarism Printout Due

Week 2	
Tuesday 9/9 What is Educational Psychology?/ Chapter 1/THOUGHT PAPER
DUE

UNIT 2: DEVELOPMENT

Week 2	
Thursday 9/11  Cognitive Development/pp.28-48	

Week 3	
Tuesday 9/16 Cognitive Development/Reserve Reading/RESPONSES DUE

Thursday 9/18 Psychosocial and Moral Development/Pp.48-63	

Week 4	
Tuesday 9/23 Development During Childhood & Adolescence/Pp. 65-99
	
Thursday 9/25 DEBATE/QUIZ: UNIT 2

UNIT 3: LEARNING

Week 5	
Tuesday 9/30 Behavioral Theories of Learning/Pp. 137-159/Reserve
Reading	
	
Thursday 10/2 Behavioral Theories of Learning/Pp.159-169/Reserve
Reading	

Week 6	
Tuesday 10/7 Cognitive Theories of Learning/pp.171-194	

Thursday 10/9 Cognitive Theories of Learning/pp. 194-217	

Week 7 Tuesday 10/14/Constructivist Approaches/Chapter 8	

Thursday 10/16 Other Learning Theories/Review for Exam/Reserve Reading
	

Week 8	
Tuesday 10/21 DEBATE/QUIZ: UNIT 3

Thursday 10/23 DEVELOPMENT and LEARNING	CH. 1,2,3,5 & 6 EXAM

UNIT 4: MOTIVATION and LEARNING ENVIRONMENTS

Week 9	
Tuesday 10-28 Motivation/Pp. 327-347	
Thursday 10/30 Motivation/Pp. 347-363	

Week 10	
Tuesday 11/4 Effective Learning Environments/Pp.365-378,Reserve
Reading	
	
Thursday 11/6 Classroom Management/Pp.378-405, Reserve Reading	

Week 11	
Tuesday 11/11 Classroom Management/Reserve Reading	
	
Thursday 11/13 DEBATE/QUIZ: UNIT 4

UNIT 5: INSTRUCTIONAL STRATEGIES AND ASSESSMENT TOOLS

Week 12	
Tuesday 11/18 Preparing for Instruction	Chapter 7	
	
Thursday 11/20 Assessing Student Learning/Chapter 13	

Week 13	
Tuesday 11/25 DEBATE		
	
Thursday 11/27 THANKSGIVING BREAK NO CLASS	

Week 14	
Tuesday 12/2 Standardized Tests/Assessments/Chapter 14/Reserve Reading
	
Thursday 12/4 Classroom Assessments/Reserve Reading	

Week 15	
Tuesday 12/9 DEBATE/QUIZ: UNIT 5

Thursday 12/11 Pulling it Together

LAST CLASS FINAL PAPER DUE @ 5PM


M101: Laboratory/Field Experience
(Section 5947)

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 M101 is for you to merge theoretical principles and classroom
interactions in creating your own teaching style.

Grading Procedures:

M101 is graded as satisfactory/failing.  To earn a satisfactory
rating in this course, you must meet the following requirements:

(1)Acquisition of 20 hours in the field (Must be completed by 12/1)

(2)Attendance in labs (Only 2 missed labs are allowed)

(3)A satisfactory rating of field performance by your cooperating
teacher

(4)Letter of introduction to your cooperating teacher (Due 9/11)

(5)Completion of 7 observation forms

Course Expectations & Policies:

Your presence in an outside classroom means responsibility.  Your
behavior influences your teacherís perception of you and reflects on
the entire IU teacher education program.  You are expected to present
yourself in a favorable way by being prompt, professional, and
courteous.  Please remember that you are a role model for the
students in your classroom.

Course Assignments/Requirements:

You are required to complete a total of 7 observation/reflection
forms during your field experience.  You should complete one form
during or immediately following each visit and submit it to me at the
next lab meeting.  The forms will be distributed before your first
field experience visit. (These forms will address INTASC principles
5.1A and 5.1B)


Schedule: Class Topics, Readings, and Assignments:

UNIT 1: EDUCATIONAL PSYCHOLOGY

DATE/TOPIC/READING/ASSIGNMENTS
Week 1 Thursday 9/4 Orientation to Library and Oncourse 	
	
UNIT 2: DEVELOPMENT

Week 2 Thursday 9/11 Field Experience Orientation/Letter of Intro. DUE

Week 3 Thursday 9/18 Understanding Development/Reserved Reading	

Week 4 Thursday 9/25 Process Field Experience 		

UNIT 3: LEARNING

Week 5 Thursday 10/2 Behaviorism/Reserve Reading	

Week 6 Thursday 10/9 Cognition/Reserve Reading/LAB 1 DUE

Week 7 Thursday 10/16 Knowledge Construction/Reserve Reading/LAB 2 DUE

Thursday 10/23 Process Field Experience/LAB 3 DUE

UNIT 4: MOTIVATION and LEARNING ENVIRONMENTS

Week 9	Thursday 10/30 Motivating Students/Reserve Reading/LAB 4 DUE

Week 10	Thursday 11/6 Process Field Experience/LAB 5 DUE

Week 11	Thursday 11/13 Classroom Management/Reserve Reading/LAB 6 DUE

UNIT 5: INSTRUCTIONAL STRATEGIES AND ASSESSMENT TOOLS

Week 12	Thursday 11/20 Process Field Experience/LAB 7 DUE

Week 13	Thursday 11/27 THANKSGIVING BREAK NO CLASS
IMPORTANT: 20 Hours of field exp. must be completed by 12/1!

Week 14	Thursday 12/4 IQ and Achievement Tests/Reserve Reading	

Week 15	Thursday 12/9 Process Field Experience LAST CLASS	
	

**PLEASE NOTE: Topic dates will likely change when field experience
dates are determined**