Education | Educational Psychology
P254 | 6043 | Russ Ravert


Orientation Sessions (In Person):

We meet in person as a group two times at the beginning of the
semester and two times later in the semester:

ATTENDANCE AT ALL MEETINGS (IN THEIR ENTIRETY) IS MANDANTORY!

Saturday September 6

Saturday September 13


Saturday November 22 (subject to change)

Saturday December 6

All meetings are:
10:00 - 12:30
Education Building, Room 2015 unless otherwise indicated


Ormrod, J. E. (2002).  Educational psychology:  Developing learners
(4th ed.).  Upper Saddle River, NJ: Prentice-Hall.

Additional articles and resources will be posted at the course
Website throughout the semester. I may also place items on reserve in
the Education Library occasionally for you to check out as needed.


Course Objectives:

Students will:

Demonstrate an understanding of changes that occur in
childhood/adolescence, and identify examples of typical and atypical
growth and development.
Recognize, define and identify key concepts and terms  related to
child development, learning theories, and assessment.
Develop and critique lesson plans that are appropriate within an
understanding of child development, learning theory, and assessment
strategies.
Develop a personal philosophy of teaching congruent with an
understanding of child development and learning thories.
Demonstrate an understanding of the importance of mental and social
well-being for school children.
Assess teaching situations through observation/case studies,
identifying aspects of individual and group motivation, instructional
approaches, and developmental concepts.
Identify appropriate actions that a teacher might take, given an
educational scenario/case.
Thoughtfully reflect on the content of the course as it relates to
their own experience as a student, and future work as a teacher.
Begin to think and act as a teacher, including professional attitude,
judgment, and presentation.
Understand the importance of community and family connections in
education, and demonstrate knowledge of each.
Each week (15 total) you will be expected to participate in
activities, assignments, and quizzes. Information will be posted at
the course Website, accessed by going to http://oncourse.iu.edu and
accessing the course schedule.


Course Assessment:

Course grades will be determined as follows:

Quizzes (5) 75 points
Class Participation Activities, Professionalism  45 points
Letter Home/Personal Philosophy
20 points

Class Project
35 points

Lesson Plan w/Assessment Items
25 points

Total 200 points


*  Includes participation in, and completion of weekly activities as
well as overall professionalism (3 points possible per week).

Grading criteria:

Evaluation of all assignments will include evidence of effort and
involvement, clarity of expression, creativity, analytical ability,
and grammatical correctness. Final grades for the course will be
converted to a numerical score based on a 100 point scale, as shown
below:

98 - 100%     A+
Extraordinarily high achievement and professional quality of work;
consistently shows unusually complete command of the subject matter;
represents an exceptionally high degree of originality and
creativity.

94 - 97%     A
Exceptionally thorough knowledge of the subject matter; outstanding
performance and professional quality of work.

90 - 93%     A-
Significantly above average understanding of material and
professional quality of work.

87 - 90%     B+
Signifies mastery and fulfillment of all course requirements; very
good professional quality work.

83 - 86%     B
Good, acceptable work.

80 - 82 %     B-
Satisfactory quality of work.

77 - 79%     C+
Mastery is present but inconsistent..

73 - 76%     C
Minimally acceptable performance and quality of work; partial
mastery.

70 - 72%     C-
Unacceptable work, does not demonstrate mastery.

67 - 69%     D+
Unacceptable work, does not demonstrate mastery.

63 - 66%     D
Unacceptable work, does not demonstrate mastery.

60 - 6 2%     D-
Unacceptable work, does not demonstrate mastery.

Below 60%     F
Completely unacceptable work.

Late Work and Missed Meetings:

Assignments completed past the due date will be accepted but
penalized 20% per class period, to a maximum of 40%. A deadline will
be posted for each assignment and quiz/mini exam, and work submitted
any amount of time past that deadline will subject to the minimum of
20% late penalty. The last day for late/makeup work is Dec. 6 (our
last class meeting). Extra credit is not offered - course grades will
be earned according to the table above. Please speak with me in
person if you wish to rework one of your assignments, after it is
returned to you, for partial credit.

Our in-person meetings are mandantory and count toward participation
points for the course. Because these meetings are very important,
excused absenses will only be considered if the student brings proper
documentation to me. The types of situations that warrant excused
absence include emergencies, funerals, contagious illness. As well,
it is up to the student to provide proper documentation for me to
consider excusing work that is turned in late for these reasons.


Course Assignments:

Quizzes (75 points)

During the semester you will take 5 quizzes at the class Website at
www.oncourse.iu.edu.

The Quizzes are worth 15 possible points.


Quiz #5 is taken in person at our last meeting and is made up from
prior quiz questions.


Questions will include a combination of multiple choice, short
answer, essay questions. Occassionally you will be asked to analyze a
case study, identify issues discussed in our course and suggest
appropriate actions the teacher might take. At times you will be
asked to write a definition and give an example of terms from the
course. These definitions are to be in your words, NOT from a
textbook or other source. Use your own language, explain the word as
you understand it. Give an example from everyday life whenever
possible.

You may use the book or other resources when you are taking a quiz.
But you MAY NOT work with another student on them or share answers.
Doing so will be considered cheating.


To take the quiz,

go to the course Website
click on "Tools"
click on "Take Test or Survey"
click on the appropriate quiz
answer the questions
click "send"*
You will be able to return to the Website to view your results after
they have been graded, usually within 2 days after the quiz deadline.
*You only get one chance to take each quiz, and you cannot go back to
change answers, so be sure you are happy with your answers before
clicking "send"!

Class Participation and Readings (45 points)

In order to achieve the optimal learning experience from this course,
it will be necessary to complete all assigned readings and
participate in all course activities. It is also important to
contribute to class "discussions" in order for everyone's ideas to be
shared.

"Class" each week will consist of two lessons/presentations which you
will access from the Course Website. They will include information on
the topic, reading and discussion activities. You are expected to
complete one early in the week and one late in the week. Due dates
will be posted for each. Timely participation in, and completion of,
these activities will earn a maximum of 3 particiopation points each
week. In general, it is not possible to make these points up if you
fail to complete them on time. In some cases of excused absence (i.e.
illness with a doctor's note), I may be able to find a way for you to
make up the participation point.



Lesson Plan with Assessment Items (25 points)

You will create a lesson plan for a subject and student population
you plan to teach. Your lesson objectives and plans must match the
ideas of child development and learning theories we cover in the
course. You will include a means of evaluating student performance on
this project, and create assessment materials (such as multiple
choice, t/f, and essay questions), based on what we cover in our
class.



Letter Home/Personal Philosopy (20 points)

Letter Home - Write a letter or memo to a friend or relative,
explaining in their language what is educational psychology as you
understand it, which information seems most releveant or important,
and how you plan to use the information we cover in the course. The
letter should discuss your own philosopy of teaching, making
reference to things we cover in this course. This letter should be
written in common language, and be something you would really
consider sending! This letter should be 4-5 pages, typed, with no
spelling errors. More information will be posted at the course
Website.



Class Project (35 points)

Working individually or in groups of 2 (you choose), you will plan
and "present" a project to the rest of the class on an issue from our
course. The topic will either be a community resource available that
is available for children and parents, or a topic from educational
psychology that we are not able to cover in sufficient detail in the
regular course. I will post a list of possible topics early in the
semester, and will consider your suggestions as well, after you look
over that list.

Your goal might be to inform, clarify, offer alternate perspectives,
and/or otherwise explore the issue. You/your group will create a
poster and a handout that will be presented on our Project Fair
Saturday, November 22 from 10:00 - 12:30. Other ideas might be
possible as well, such as...

A videotape you create

Webpage presentation
Discussion Boards that you set up and facilitate
A series of live chats, maybe with guest speakers
An interview that can be heard at our Website
I will be available to help you with ideas and plans. You will create
objectives for the project, what you hope the class to know or do.
Then you will planYou/your group will meet with me at least once in
early March to update me on your progress. Self-assessment will be
part of the grading process.
More information will be posted at the course Website.

Lab

The purpose of the lab and field experience is to allow you to
explore practical applications of theories from educational
psychology, and to have you view the classroom from a new
perspective - that of a teacher. Part of the lab time will be used
to "discuss" (via discussion boards/chats) and reflect on what you
have encountered (through observation or participation) in
classrooms. Other lab time will be used to analyze and present cases.

The lab and field experience, M101/201, is graded Pass/Fail. The
following are required to receive a passing grade:

Regular "attendance" and active participation in lab sessions.
Reflective journal, posted each week at the Course Website (weekly
topics to include will be posted on course schedule).
Two Reflection Summaries ("Looking Back and Forward").
Any additional lab assignments to be announced later in the semester.

Please feel free to contact the instructor if you have any problems
or questions or ideas.

IUB Teacher Education Guiding Principles

In February 1996, the Indiana University Bloomington teacher
education community adopted six principles to guide teacher education
programs here at IUB (see
http://education.indiana.edu/~tep/elemed/praxis.html for details).

This course is designed to meet those principles in the following
ways:

1. Community

To help students develop a sense of community through engagement in
shared activities and issues, group discussion (via discussion
boards, chat and e-mail) is an important aspect of this course. One
nice aspect of this online section of the course is that it allows
students to interact with those planning to teach children of
different grade levels as well as those similar to themselves. The
final project will also allow students to collaborate in gathering
and presenting information on an educational/developmental topic they
deem especially important.

2. Critical Reflection

Thoughtful reflection, through considering various perspectives on
educational psychology topics, is a primary goal of this course.
Students are expected to understand and consider alternate
viewpoints, especially in areas of child development, instructional
practice, and assessment methods.


3. Intellectual, Personal, and Professional Growth

This course seeks to promote intellectual curiosity and encourage an
appreciation of learning by focusing on turning theory into practice.
Students will not only learn about concepts of educational
psychology, but will weigh pros and cons of these approaches, and
will consider how and when each might be useful (or not) as a  future
teacher.


4. Meaningful Experience

Through case studies (text and video), students will be engaged by a
range of real situations, opportunities and problems that teachers
are faced with. Students are expected to become skilled at
identifying and applying appropriate theoretical perspectives in
these situations. Thus, the cases serve as opportunties to make real
and engage the class material.


5. Knowledge and Multiple Forms of Understanding

This course addresses cognitive and social development, learning
styes, and individual differences; all of which will help aquaint
future teachers with the multiple forms of understanding that
individual students bring to the classroom.


6. Personalized Learning

This course offers several opportunities for students to
individualize and personalize their preparation as teachers. The
online nature of the course allows students with unique opportunities
for control over how, when, and where their learning takes place.
When possible, course activities and assignments are based in the
students own experiences and perspectives. The Letter Home/Personal
Philosophy and Class Project are two such examples.

Standards for Early Childhood in Elementary Primary Setting for the
Elementary Education Program

The following IPSB Standards are specifically addressed in this P251
course. These standards are based on INTASC Principles (see
http://www.ccsso.org/intasc.html for more on INTASC), and closely
aligned with material covered on the PRAXIS tests required of Indiana
teachers:


IPSB Standard 2*
Understands typical & atypical growth & development with each
developmental domain, and has knowledge to facilitate healthy growth
& development of all young children.
Assessed through:
•    P251: Quizzes
•    P251: Class Project


IPSB Standard 3*
Understands role of history, philosophy, & learning theories as
fundamental to planning developmentally appropriate curriculum for
individual children in a group.
Assessed through:
•    P251: Quizzes

IPSB Standard 4
Understands developmentally appropriate practices and can develop
curriculum & implement instruction for all young children.

IPSB Standard 5
Understands influence of family, community, & culture on learning &
development of young childreN

IPSB Standard 6*
Knowledgeable about methods of assessment & evaluation and uses
assessment information to plan appropriate curriculum & to provide
feedback for families.
Assessed through:
•    P251: Quizzes
•    P251: Class Project


IPSB Standard 7
Embraces & actively models professionalism, ethical behavior, &
commitment to lifelong learning.

*assessment of this item is required by Indiana University’s School
of Education Unit Assessment System


Assessment of Preservice Teachers’ Accomplishments in the Elementary
Education Program

The following IPSB Standards are specifically addressed in this P251
course. These standards are based on INTASC Principles (see
http://www.ccsso.org/intasc.html for more on INTASC), and closely
aligned with material covered on the PRAXIS tests required of Indiana
teachers:

INTASC Principle 2.1*
Understands how children learn and develop.
Assessed through:
•    P251: Lesson Plan w/Assessment Items
•    P251: Letter Home/Personal Philosophy

INTASC Principle 5.1*
Understands individual and group motivation and behavior.
Assessed through:
•    P251: Teaching Observation Cases - in Weekly Activities and
Quizzes
•    P251: Letter Home/Personal Philosophy

INTASC Principle 5.2
Uses this knowledge to create an appropriate learning environment
that encourages students’ positive social interaction, active
engagement in learning, and self-motivation

INTASC Principle 6.1
Understands effective verbal, nonverbal, and media communication
techniques.

INTASC Principle 6.2
Uses this knowledge to foster active inquiry, collaboration, and
supportive interaction in the classroom.

INTASC Principle 8.1*
Understands formal and informal assessment strategies.
Assessed through:
•    P251: Lesson Plan w/Assessment Items

INTASC Principle 8.2
Uses this knowledge to evaluate intellectual, social, and physical
development of students.

INTASC Principle 8.3
Uses this knowledge to ensure continuous intellectual, social, and
physical development of students.

INTASC Principle 9.1
Is a reflective practitioner who continually evaluates effects of
his/her choices and actions on others (students, parents, other
professionals in learning community).

*assessment of this item is required by Indiana University’s School
of Education Unit Assessment System

Standards of Generalists for Teachers of Early and Middle Childhood
for the Elementary Education Program

The following IPSB Standards are specifically addressed in this P254
course. These standards are based on INTASC Principles (see
http://www.ccsso.org/intasc.html for more on INTASC), and closely
aligned with material covered on the PRAXIS tests required of Indiana
teachers:
IPSB Standard 1*
Knows, understands, uses concepts, principles, theories, & research
related to development of children and young adolescents to construct
learning opportunities that support individual students' development,
acquisition of knowledge, and motivation.
Assessed through:
•    P254: Lesson Plan w/Assessment Items
•    P254: Letter Home/Personal Philosophy

IPSB Standard 2f. Health Educ.
Knows, understands, uses nature of students' physical, mental, &
social well-being to create opportunities for student development &
practice of skills that contribute to good health.*
Assessed through:
•    P254: Letter Home/Personal Philosophy

IPSB Standard 3a
Understands how elementary students differ in their development &
approaches to learning & creates instructional opportunities adapted
to diverse learners.

IPSB Standard 3b
Understands, uses variety of teaching strategies that encourage
elementary students’ development of critical thinking, problem
solving, and performance skills.

IPSB Standard 3c*
Uses their knowledge, under-standing of individual & group
motivation, behavior among students to foster active engagement in
learning, self motivation, & positive social interaction, and creates
supportive learning environments.
Assessed through:
•    P254: Teaching Observation evaluation criteria
•    P254: Letter Home/Personal Philosophy

IPSB Standard 3d
Uses their knowledge, under-standing of effective verbal, nonverbal,
and media communication techniques to foster active inquiry,
collaboration, & supportive interaction in elementary classroom.

IPSB Standard 4*
Knows, understands, uses formal & informal assessment strategies to
evaluate, ensure continuous intellectual, social, & physical
development of each elementary student.
Assessed through:
•    P254: Lesson Plan w/Assessment Items

IPSB Standard 5a
Aware of,  reflect on their practice in light of research on teaching
and resources available for professional learning; continually
evaluate effects of their decisions & actions on students, parents,
other professionals in learning community & actively seek out
opportunities to grow professionally.


*assessment of this item is required by Indiana University’s School
of Education Unit Assessment System

Note: More information regarding standards for beginning teachers in
Indiana can be found at:
http://www.teacherscollege.edu/nctaf/resourcestates/indiana.html