Education | Educational Psychology Applied to The Primary Grades
P251 | 5958 | Tony Minich

Required Texts:

1.Woolfolk, Anita. 9th Ed. ISBN:  0-205-39326-8 (Course Content and
tests will be based out of this book.)

2.Woolfolks Study Guide: ISBN: 0-205-39553-8 (We will be using this
for in class activities.)

Course Philospophy:

Educational Psychology is the study of psychology applied to
learning, development, testing and classroom management.  You should
leave this course with knowledge and understanding of many of the
important terms and names used in educational psychology. Among the
major areas that we will cover are: (1) Cognitive and Moral
Development (2) Testing and psychomentric testing applied to school
settings and (3) How to apply educational psychology to writing a
lesson plan and actually teaching in the classroom.  These three
major items, hopefully will benefit you when you ultimately work in
the field of education and when you take exams for licensure.

It is my personal belief that no education class can teach you to
teach.   You will learn by doing. The probability is in favor that
you will learn –literally—more than two times more knowledge in your
first year of teaching than all of your education classes combined.
However, the “tool box” of formal educational knowledge and lesson
planning skills will help you survive your first year and will help
you throughout your career.

Attendance Policy:

I will do my best to make class time worth your while and would ask
that you help me to do this.  However, you are still required to
arrive on class on time.  You are allowed to miss two classes.  After
that, for every class that you miss, you must write a four-page,
double-spaced paper on the topics that were covered that day and it
will be due within one week from the time you missed the class.
Please do not be late to class out of respect for me and your
classmates –just do not do it.

On Grading:

Somebody out there wants the University to want me to create a grade
distribution for my class.  I hope to give you other opportunities to
show your abilities in other ways.  I hope to give you items that add
to a portfolio so that you can more objectively show employers or
graduate school’s what you’re really made of.  Looking directly at
your work will more objectively communicate your assessment to
others.  (For example: Show others your photography portfolio, show
them the physics problems you solved or the house that you designed.
Show them your lesson plans. Show them how you can inspire students
or instill a curiosity in them. ). Still, I must abide by the social
norms on this one and create letter grades. I ask, then, that
together, as students and teachers, we focus on the learning and not
on the grade.

On that note, I will say that historically I have never given out all
As in a class.  I am still hoping that I can do this someday, but the
students must indeed earn their grades. As a reward for earning
knowledge and/or skill rather than a grade, you will be rewarded with
a feeling of self-efficacy. The good news about focusing on learning
is that, as I can almost promise you, your career will fall into
place with much happier and better results than if you went through
college focused on grades. If you focus on grades, you might not even
learn what it is that you like to do in life –and that is no fun at

Ultimately, I am asking you to take responsibility for your own
learning.  I cannot teach you anything.  I am your resource and I
will do my best to make your spent money and portion of your life in
my class to be worth while. …enough then… here is what you’re really
interested in hearing…

Assignments and The Less-than-Entertaining and Evil Point scoring

Participation: (5% of your grade)

You will grade yourself on participation. You will grade 70% of your
score and I will grade 30%. Your participation will be graded based
on the following rubric attached to the back of this syllabus.

The Reading Material (0%):

We will aim to cover one chapter per class.  At the end of each week,
you will be responsible to turn in two concept maps –one for each
chapter.  The concept maps are aimed to help you.  It is up to you to
make yourself learn as much as you can from the chapter.  Write a map
in a way that helps you learn in a way that is efficient for you.  If
you can find a way that better helps you understand the chapter, than
talk to me about it and I will consider it.  However, some piece of
work –even a one-sided sheet of 8.5X11 piece of paper is required
each week.

Lesson Plan Unit and Presentations (30%):

Your unit must consist of three lesson plans, it must cover a
particular unit topic of your choice and the unit must integrate the
following state standards into the unit:

In a nutshell, this will consist of a unit that is organized with a
concept map  (or another organization tool) so as to show your
students where you are headed and how your lessons cohere to a larger
picture.  From the unit, you will design three lesson plans using
three different “styles” of presentation.  You will then write an
appropriate way of evaluating your students on the objectives that
you planned for them to learn.  You will use concepts from the text
to construct these lessons.  Your initial presentation may
be ‘artistic’ and creative in context –how can you inspire the
students or grab their attention into the lesson?  Then you must
actively involve the students into learning the content and finally
assess them fairly and appropriately.  You will be given specifics
and an outline for this plan later in the course.

Behavior Management Plan (10%):

You will write a minimum of a two-page behavior management plan a
grade that you would like to teach.  Your management plan will be
grounded in principles from the text and/or research and will be age
appropriate. Hopefully, this can be placed in your portfolio.

3  Exams 45% (15% Each):

The Exams will consist of two parts.  The first portion will be a
take-home. It will consist of 5 case-study essay questions --based
upon the PRAXIS-- of which you can select any two of these to
answer.  You will answer them concisely in only 3-4 ‘to the point’
answers based off the course content. The other portion of the exam
will be held in class and will consist of 50 multiple-choice
questions. The 50 MC questions will be randomly selected from a body
of about 200 questions that are available to you on on-course.
Hence, you will know what questions are coming for the tests. All you
have to do is go over the questions with a partner at home before the

The objective of the test is for me to hold you accountable for –dare
I say—memorizing a little terminology and names that have somehow,
reasonably or unreasonably, have been ‘coined’ in the field of
education.  Remembering big words and names like ‘Vygotsky’
or ‘Assimilation,’ for instance, can be used to impress other people
in Pubs, but they may be prove even more useful to you when taking
the PPST or when speaking with other professionals in your field.
Again, I do stress that you will be told exactly that which you are
expected to know on the tests   Hence, I deeply hope that there will
be no undue trepidation from my students. In such a case that you
experience severe test anxiety, send me an email so that we can
discuss it in private.

A Creative Project of your Choice (10%)
This is an opportunity for you to create something that you can use
in the classroom.  It is something that you will present to the rest
of the class and hopefully something you intrinsically feel
passionate about.  You will submit with your project a rubric on how
you wish to be graded on this particular project. The class and I
will grade you based upon that rubric.

The project must relate to the course or to a lesson or an area that
you want to teach.

It could be, just for example:

•An educational song (ie: I actually wrote a guitar/harmonica song
for a course for helping students remember… no, I didn’t plan on
incriminating myself to my ed. Psych class)

•A short children’s story –about developmental stages, life, growth,
learning mathematics, etc.

•A collection of Educational Jokes or Appropriate Jokes that you can
tell students plus 3 paragraphs on how humor effects a classroom
based on any research you find.

•An ‘educational political comic’—do you have something to say about
education or psychology in a political comic?  If it is good enough,
you could submit it to IDS.

•A Web Design Project –Look at IU’s “Intelligence site”  Can you
create a site that you could use for your own website for your
students to look at.. What about an interactive concept map for one
of the chapters.

•A Film on the stages of training your or a friend’s pet –this could
be on a team or individually done.  Make a video of your pet being
trained. Show how your dog is responding to an unconditioned response
and later to a conditioned response. How is your dog learning?  Teach
us about behaviorism.

•Anything of your choice or anything that you feel inspired to do.
REQUIRED: You must take a RISK on this.  Go out on a limb and try
something that you really dream about trying.  Some people have
dreamt of writing a children’s book or a cool lesson plan.  Inspire
us. Do not kill yourself. While doing this project think”, If I were
doing this out of intrinsic motivation and not for a grade or if I
were doing it for my classroom –what would I do?” That is all that is
expected of you on this project. These will be due at various points
throughout the course.  We will pass around a sign-up sheet.

Tentative Course Schedule

Date:	Topic/Activity:	Presentation of Creative Project:
(Sign Up)	Assignments Due:
Note: Concept Maps are due “within a day or two of date listed” Turn
in everything else on time please.	Lesson Plan Presentation:
Each Student Must Sign up For a day to present 2 of the three of
their lesson plans. We can sign up two students per day.
Monday, Sept 1	Intro / On Plagiarism /  Concept Map Activity/ A bit
on Types of Studies	--	- -“Skip most of CH 1”	

Wednesday Sept 3	
Developmentental Stages/ In class journal and discussion. Build a
Brain w/ Play Dough/ Video of “Kyle”	--	
Concept Map for CH 2	--

Mon.Sept 8	
Video on “Cognitive Stages”
In class worksheets. Teacher Demonstration.	--		

Wed Sept 10	Erickson, Socialization
Students Begin Writing Rubric for Lesson Plans.
What is important? What should be the format?/ Begin your Unit

Mon Sept 15	
Group Time for Lesson Planning	
C.M. for CH 3;	

Wed Sept 17		

Mon Sept 22		
C.M. for CH 4;	

Wed Sept 25	

Mon Sept 29	
Exam #1 Ch 2-4
Practice Tests are Available from On-Course			

Wed Oct 1			
C.M. for CH  5;	
Mon Oct 6			
C.M. for CH 6;	
Wed Oct 8				
Mon Oct 13			
CM for CH 7;	
Wed Oct 15				
Mon Oct 20			
C.M. for CH 8	Jennifer Novothy and Emily Hursy

Wed Oct 22				
Kara Flemming and Brenda Doblee

Mon Oct 27				
Melissa Lipshuts and Lindsey Miller

Wed Oct 29			
C.M. for CH 9&10	
Mon Nov 3	
Exam #2 Ch 5-10
Practice Tests are Available from On-Course			
Wed Nov 5				
Jestina and Brooke

Mon Nov 10			
C.M. for CH 11	Jen F. and Sara Balbich

Wed Nov 12				
Bre Webe and Laura Kru

Mon Nov 17			
C.M. for CH 12	Lauren Pollock and Mellisa Cowden

Wed Nov 19				
Molly Young and Emily Resig

Mon Nov 24			
C.M. for CH 13	
Wed Nov 26				
Mon Dec1			
C.M. for CH 14	Katie U & Valerie B

Wed Dec 3			
C.M. for CH 15	Holly A and Kim W.

Mon Dec 8				
Pam H and Kim L.

Wed Dec 10			
C.M. for CH 16	Many Martin & Micheal R.

Mon Dec 15	
Exam #3 Ch 10-16
Practice Tests are Available from On-Course			
Wed Dec 17