Education | Educational Psychology
P251 | 5954 | Gayle Dow

Course Objectives
This course is divided into three main areas:
1) Lecture
2) Lab
3) Placement

1) LECTURE  (P251)
The goal of this course is to acquaint you with the basic concepts of
psychology and education as viewed by major theories and theorists,
and to explore the relationships of teaching to learning.
This course covers theories and practices related to the psychology
of learning, including issues such as cognition, memory, attention,
perception, emotion, motivation, organization, gender, culture and
language, self-esteem, and other learning differences. Strategies for
promoting academic success, as well as prevention and early
intervention strategies, will be reviewed. Classroom management
theory and practice will be integrated with an understanding of the
entire learning communityís contribution to student success

2 ) LAB (M101)
The goal of the lab will be to engage in educational psychology
application with hands-on on activities, videos, workshop demos, and

The goal of the placement is to integrate theory and practice;
observe how educational psychology topics are addressed in the
classroom, to observe and reflect on different teaching and
management strategies, to witness actual teaching in local
classrooms; to learn from experienced teachers; and to determine if
teaching is the right career for you.
You are required to complete 20 in class hours of placement over
semester.  Please allow 4 hours per week (2 hours for in class
placement + 2 hours traveling time) for your placement.

The M101 Grading Scale is Pass/Fail
Pass- You meet all requirements: actively participate in labs,
complete 20 hours of observed teaching (this starts in October and
must be completed by the end of dead week), and receive a
satisfactory rating from your field teacher.
Fail- You do not meet all of the requirements

Required texts

Assignments and Evaluation

Your final grades will be awarded according to a cumulative point

Quizzes (15)25 points
Midterm	50 points
Final 50 points
Paper 100 points
Core Assignments 100 points
Class participation & attendance 75 points
400 points

A+ = 388-400 (97-100%)	
A = 372-387 (93-97%)	
A- = 360-371 (90-92%)
B+ = 348-359 (87-89%)   	
B = 332-347 (83-86%)      	
B- = 320-331 (80-82%)
C+ = 308-319 (77-79%)   	
C = 292-307 (73-76%)     	
C- = 280-291 (70-72%)
D+ = 268-279 (67-69%)       	
D = 252-267 (63-66%)  	
D- = 240-251 (60-62%)
F = 239 (59%) & Below

Quizzes.  (25 points)  You will be given a quiz every lab meeting.
The quiz will take place in the first 10 minutes of lab and if you
arrive late you will only be allowed the remaining time within that
10 minute period (in others words donít be late)   If you arrive
after the first ten minute period you will not be able to take the
quiz and will receive a zero for that quiz

You will be given the quiz questions ahead of time in order to
prepare your response.  Some of the quiz questions will appear on the
midterm and final.  Quizzes are an easy way to prepare for the
midterm and final.

Mid Term and Final: (50 points each: 100 combined).
The mid term will cover the first half of the semesterís material.
Chapters 1-8

Midterm date: 10/21  Chapter 1-8
The final is comprehensive and will cover all of the material
throughout the course (book, notes, lab, quiz material, midterm info,
films, assignments etc)

Final date: TBA ; comprehensive Paper (100 points)
You will be selecting a topic over the first few weeks of the course
and write a 10 page paper on that topic to familiarize yourself at a
deeper level with that material.  Topics must be approved in advance
by the instructor via an informal written one paragraph paper during
the third week of class.  The paper must be typed.  You will also be
presenting the information you found during lab. Further instructions
will be provided

Core Assignments (100 Points)
You will be completing 5 core assignments throughout the semester.
Each assignment will be assigned and due the following week.  You
will also be given a chapter definition sheet every week.  This sheet
is non-graded.  Please complete the definitions as a study aid.

Class participation. (75 points) Attendance will be noted.  Please
advise me if you will need to miss a class and arrange to get notes
and information from a classmate.

Course Format & Policies:

Attendance Policy:
1) Class attendance is vital for promote understanding of the
2) Lab attendance is mandatory.  I will be taking roll every meeting.
If you miss three labs you automatically fail M101.
3) Placement attendance is mandatory.  If you need to reschedule your
previously scheduled time be sure to plan ahead and let your teacher

Daily Activities to Promote Understanding:  Points will be awarded
for daily activities.  If you are absent, you will miss points for
that dayís activities.  If you have to miss a class, please email or
call me beforehand. Attendance at each course meeting is important to
promote understanding throughout the semester.

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 will
be responsible for all assigned readings and material discussed in
class even if you are absent.

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.

Academic Dishonesty:
Plagiarism, cheating, and academic dishonestly are not tolerated.  If
you engage in academic dishonest activities you will fail the
assignment and be reported to the department.  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

Incomplete and Late Assignments:
Organization and efficiency are important skills so all assignments
are expected on their due date.  Any item not submitted the day on
which it is due will be docked 5% for each day it is late (including
weekends).  Missed quizzes, tests, and activities will be counted as
zero unless, in extraordinary circumstances, you have made
arrangements with me in advance.

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 Student
Services.  Contact the Office of 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.   I will be sending out information and
receiving information from you.

ID Numbers: Please put the last 4 digits of your social security
number on everything you turn in.

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 an individual or group because
of gender, ethnicity, nationality, socioeconomic status, religious
preference, or sexual orientation will not be tolerated.

INTASC and IU School of Education Guidelines
The topics covered in the course follow the Interstate New Teacher
Assessment and Support Consortium (INTASC) principals
( and the six major principles
employed in all Educational classes at IU.    You can read about the
principles at  Below
is a brief description of how this course reflects the six IU School
of Education principles.  Community:  Group activities, class
discussions, and presentations promote students into seeing
themselves more as teachers and less as students. Critical
Reflection:  Using original literature to promote reflection on
contemporary educational issues (e.g., Does television violence
affect the behavior of children?) Intellectual, Personal, &
Professional Growth:  an overall emphasis on application of knowledge
and development of teaching philosophy.   Meaningful Experience:
Meaningful discussions and activities that promote application of
theory.  Knowledge and Multiple Forms of Understanding:  Variety of
learning activities and assessments.  Personalized Learning:
Students will be allowed to choose the specific topics associated
with some assignments.

Chapter and Topics 	
Assignment Sheet 	

T, Th:
Ch. 1 Experimental Design
Experimental Design	
Sheet 1	Speaker: Introduction field placement info

T, Th:
Ch. 2 Cognitive Development Psych	
Piaget and Vygotsky	
Sheet 2
CORE ASSIGNMENT: Philosophy of Education	
Experimental research

T, Th: Ch 3
Identity Development
Paper topic due 	
Sheet 3
Library search engines

T, Th: Ch 4
Individual and Group Differences
IQ measurement	
Personal reflection	
Defining creativity/ Moral Development

T, Th: Ch 5
Special Education
Strategies for special education
Sheet 5
Understanding disabilities

T, Th: Ch 6 &7 Learning /Cognitive Psych
Sheet 6
Teaching observation	
Memory: Bartlettís War of the Ghosts in the classroom

T, Th: Ch 8
Cognitive Psych and Problem Solving	
Functional fixedness	
Sheet 7
Problem solving demos

T, Midterm
Th: Ch 9
Sheet 8
Sniffy the rat

T, Th: Ch 10
Social Cognition
Social Cognition
Sheet 9
Social cognition

T, Th:
Ch 11
Role Modeling	
Sheet 10
Lesson Plan	
Portfolio development:

T, Th:
Ch 12
Cognitive factors in Motivation
Sheet 11	
Steps to motivate

Ch 13
Th: Thanksgiving Break!  	
Programmed instruction	
Sheet 12
Assessment Portfolio

T, Th:
Ch 14
Teaching Gifted students	
Sheet 13
Paper presentations

Final paper due
Th: Ch 15
Classroom Management Disruptive students	
Sheet 14	
Paper presentations

T, Th:
Ch 16
Assessment & Jeopardy review	
Assessment of objectives	
Sheet 15	
Paper presentations

Final Exam: Comprehensive