Education | Educational Psychology for All Grades
P245 | 5330 | Amy Wolverton


Required Text/Reading

Ormrod, J. (2000). Educational Psychology: Developing Learners (3rd
Ed.). Columbus, OH: Merrill.

P254 Reading Packet – Available at Mr. Copy

Course Rationale

In order to be an effective teacher, you must first understand how
students develop and learn. This course will introduce you to basic
psychological principles as they apply to learning and teaching
reflective of what is developmentally appropriate for children. It
will introduce you to the major concepts, theories, and issues in the
study of student development and learning. As well, it has been
designed to help you understand that learning takes place as an
interaction of social, emotional, developmental, and cognitive
factors.

The course components are designed to provide you with an
understanding of the relationship between theoretical perspectives and
practical classroom techniques. It will help you understand a variety
of instructional, motivational, and classroom management techniques.
It is my hope that this class will aid you in developing ways to
improve the effectiveness of your teaching and assessment procedures
for practical application in the classroom while remaining
developmentally appropriate.  In a nutshell, we will be looking at
various theories about development, teaching and learning and
determine how they can be best applied in the classroom. At the same
time, you will begin to develop your own orientation to teaching that
best fits with your experiences, beliefs, and values about teaching
and learning.

For these reasons, I have outlined the following course goals. I hope
you will find helpful the avenues through which we explore course
content and reach these goals.

Course Goals
Through active participation in this course, you will:

1.  Develop an understanding of principles related to development and
learning;
2.  Learn about assessment and develop your own assessment tools,
ideology, etc.;
3.  Gain insight into innovative instruction and classroom management
techniques;
4.  Begin to recognize and appreciate the diversity of students and
their families;
5.  Gain the ability to critically self-reflect and give constructive
feedback to peers;
6.  Integrate course material, field experience, and personal
experience through written and oral presentations as well as active
classroom participation; and,
7.  Develop your own personal orientation related to teaching and
learning.

Reminders

1. Inclusion: I wish to fully include persons with disabilities in
this course. Students with visual, hearing, physical, and/or learning
disabilities which may require modification/adaptation of curriculum,
instruction, or assessment, should contact me. Please see the Handbook
for Students with Disabilities for eligibility requirements, or
contact Disabled Student Services.

2. You are required to read and adhere to the Indiana University Code
of Student Ethics policy on academic dishonesty, plagiarism, and
student conduct. For more information refer to
http://campuslife.indiana.edu/Code/index1.html

Course Requirements and Expectations

1. Attendance: I value your presence and contribution in class and I
will miss you when you do not come to class. Moreover, consistent
attendance and punctuality demonstrate quality teacher practices.
Attendance will be taken at the beginning of each class. Regular
attendance is expected. If you have perfect attendance, you will
receive 5 bonus points at the end of the semester (this can make a B+
turn into an A like magic!) It is your responsibility to reach the
instructor and obtain materials missed. You will not receive credit
nor be able to make up points for in-class assignments and discussions
that you miss. You are able to miss two classes before it affects your
final grade. Two classes means two classes, regardless of the reason,
so use them sparingly.

2. Active Participation: The key word here is ACTIVE!!! You come,
prepared by having read and completed assigned materials, question,
comment, and reflect aloud. This means you are active in the
experience of this class. You will expect the same from your students
one day…..SO ENGAGE!! It also means that I have evidence of your
process. For this reason, participation makes up 10% of your final
grade. Related to attendance, if you do not attend class, you do not
receive participation points for that day.

3. Respect and Professionalism: I hope that we can create an
accepting, respectful classroom in which students are able to discuss
varied perspectives on often-controversial educational issues. I urge
you to speak openly – share your story and seek out the stories of
others. Also, I urge you to listen to the stories of others and in the
future, your students. You will have the privilege to think about how
sharing your story and listening to those of others' impacts each
others' lives. It is vitally important that students approach
discussion and assignments in a professional manner. Discrimination
and/or harassment for any reason will not be tolerated.

4. ALL assignments (excluding in-class work) are to be typed and
turned in to me at the beginning of the assigned class. I expect the
format of your typed work to include Times New Roman, 12 font, and
one-inch margins. Hand-written work will not be accepted.

5. Syllabus Changes: As the instructor of this course, I reserve the
right to make changes to the syllabus as needed. I will inform each
student of any changes at the earliest date possible via e-mail and/or
in class.

Late Assignments

All assignments are due on the date posted and are collected at the
BEGINNING of class. Late assignments will be penalized 10% after class
has begun and for each day thereafter.

Grading

Grades and explanations for their existence on your university grade
card will be found below. Look this over carefully and decide now what
you want to see at the end of the course. You determine your grade in
this course, not your instructor nor your classmates. An explanation
of assignments are provided. Combined with the explanation of grades
below, you will be able to determine the quality of work necessary for
a desired grade.

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, sold, 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.

Voila!! Here's how points will be allocated for coursework:

Classroom Participation  10% - 50 points
Journals  10% - 50 points (45 + 5 for stellar attendance)
Coffee Talk  15% - 75 points
Individual Project  15% - 75 points
Philosophy of Teaching and Learning  20%  - 100 points
Collaborative Workshop  30%  - 150 points

Total  100%  - 500 points

A+ (485-500)    B+ (435-449)    C+ (385-399)    D+ (335-349)
A   (465-484)   B   (415-434)   C   (365-384)   D   (315-334)
A-  (450-464)   B-  (400-414)   C-  (350-364)   D-  (300-314)Course
Assignments and Explanation of Evaluation: P254

Minute Journals

A minute journal is a brief, 3-5 minute reflection about class. You
are required to submit a journal on assigned dates. There will be 10
journals due over the course of the semester worth 5 points each. Your
journal entries must emphasize reflections about your professional and
personal development over the course of the semester related to course
content (readings, guest speakers, presentations, lectures,
activities, etc.) You may address personal issues such as awareness,
empathy, expectations, fears, etc.; as well as professional issues
surrounding your own development, goals, education, ideas, etc. Your
ability to self-reflect and integrate course material with field
experience will be rewarded in these assignments. Your journal entries
must be E-MAILED to me no later than 5pm on the Friday of the week
they are assigned (see course outline, and please plan accordingly).
LATE JOURNALS WILL NOT BE ACCEPTED!!

Coffee Talk

You will be required to write a 5-7page paper conceptualizing some of
the major developmental theorists we have learned about through
readings and in class. Imagine your first year teaching. One morning,
you walk into the teachers' lounge in your school. There you discover
Piaget, Vygotsky, Maslow, Kohlberg, and Erikson. You are able to ask
them the following questions:

1.  Some of my students seem to lack motivation in my classroom. Why
aren't they motivated and what can I do to help them?
2.  My classroom is in chaos and I'm constantly struggling to maintain
order. What advice can you give me regarding classroom management?
3.  I go over and over concepts, but students just don't seem to "get
it." What is the most effective way for students to learn in the
classroom?

Write a paper tracing the conversation among the theorists. Be sure to
accurately reflect the stance that each would take. You will be graded
based on the accurate representation of the theorists' point of view.
Your ideas should be clearly stated, creative, and well organized.

Philosophy of Teaching and Learning

You are to prepare a project portraying your personal philosophy of
teaching and learning. This is an opportunity to be creative and
express yourself through a different avenue. Think about what your
beliefs are regarding teaching and learning. Reflect how your views
have evolved or by whom they have been influenced by or inspired. Your
final product should be comprehensive and should integrate experience
with theory. A draft of this product will be due during midterm week.
The final product is due the last day of class.

Please consider the following questions while working on this project:
What do you consider to be the necessary aspects of excellent
teaching?
1.  What qualities are important as a teacher?
2.  How do students learn best?
3.  How important is student development in the learning process?
4.  What theoretical perspectives do you feel best reflect your own
beliefs about teaching and learning?
5.  How will your approach or philosophy affect the students you
teach?

You have the entire semester to work on this assignment. I advise you
not to procrastinate on this until the last week of the semester. This
assignment requires in-depth self-reflection and analysis. Your level
of effort (or lack thereof) will show in your final product. You will
find yourself editing and revising as we learn new information, have
class discussions and analyze new readings. I expect each of you will
conduct a number of revisions before you are satisfied with your final
product.

Individual Project

You are to choose one of the following individual projects:

1.  Here's your chance to get practical advice and information from
teachers who are already in the field. Interview two educators and/or
administrators about their thoughts on education and the advice they
have to offer you as a prospective teacher. I recommend you interview
a variety of teachers (e.g. differing years of experience, rural vs.
urban school, same subject vs. alternative subject matter). Your
results should be synthesized in a 4-5 page paper. Please include the
list of questions you asked at the end of your paper. Here are some
sample questions to get you started:

A.  What advice would you offer to first-year teachers?
B.  What do you perceive as concerns/problems in the field of
education?
C.  What do you find most rewarding as a teacher?
D.  How do you handle classroom management?
E.  What kind of system do you use for grading and/or assessment?
F.  How do you know students have learned?

Please be professional about this process. Teachers have limited time
and you should respect that time. Be flexible about meeting times and
be prepared with a list of questions. If you need help finding
teachers/administrators to interview, let me know, I'm happy to help
you find prospective interviewees.

2.  Movies are an excellent avenue for exploring different perceptions
of what makes excellent teachers. You may watch one of the following
films and reflect on and analyze the teaching in the movie. Your paper
should be 4-5 pages in length and show a critical analysis of the
movie. Evaluate the teaching style portrayed in the movie based on
information learned from class discussions, text, and field
experiences/classroom observations. Here are some questions to guide
your paper:
A.  Is this teacher effective? If so, what characteristics demonstrate
the effectiveness or what could be done to improve effectiveness?
B.  Comment on the developmental level of the students in the film. Be
sure to consider all aspects: physical, social, cognitive, moral, etc.
C.  What is the general impression conveyed in this movie about
teachers and students?
D.  What impact has this movie had on you as a future teacher? What
styles/behaviors would you like to model in your own classroom?
E.  In general, how are ed psych concepts and ideas displayed or used
in this movie?
F.  Comment on motivational issues presented by teachers and students.

Use specific examples from the movie to identify themes and support
points in your paper. Movie suggestions (others may be fine, please
check with me first):

Dead Poets' Society
Lean on Me
Stand and Deliver
Searching for Bobby Fischer
Man without a Face
Dangerous Minds

3.  Books provide another excellent avenue for exploring different
perceptions of what makes excellent teachers. You may read the book
Education of Little Tree (or another may be fine, please check with me
first) and write a 4-5 page paper analyzing and reflecting on the
teaching style in the book. Evaluate the teaching style portrayed in
the book based on information learned form class discussions, text,
and field experience/classroom observations. Use specific examples
from the book to identify themes and support points in your paper.
Here are some questions to guide your paper:

A.  Is this teacher effective? If so, what characteristics demonstrate
the effectiveness or what could be done to improve effectiveness?
B.  Comment on the developmental level of the students in the film. Be
sure to consider all aspects: physical, social, cognitive, moral, etc.
C.  What is the general impression conveyed in this movie about
teachers and students?
D.  What impact has this movie had on you as a future teacher? What
styles/behaviors would you like to model in your own classroom?
E.  In general, how are ed psych concepts and ideas displayed or used
in this movie?
F.  Comment on motivational issues presented by teachers and students.

4.  Other ideas for an individual project? Let me know! Let's talk
about your ideas and come up with a creative individual project that
allows you to critically analyze some aspect of teaching and/or
education.

Collaborative Workshop

As a teacher, you seldom work in isolation. Therefore, the
collaborative workshop project is a team endeavor that allows you to
work and learn with your discussion group. You are to prepare a
workshop to present to other professionals. This workshop will be
presented to the entire class and your group will be responsible for
the entire period.

As teachers in specific areas (music, art, physical education, and
special education) you may often feel isolated or "out of the loop" of
educational planning in your school. You are to develop a workshop
that stresses the importance of integrated subject planning. Meaning,
build a presentation that emphasizes how important it is for teachers
across subject areas and grade levels to work collaboratively. Choose
a topic or activity. Develop an instructional plan with objectives,
lesson plans, teaching materials, and an assessment plan. Be able to
justify your choices. Present your findings to the class in a
constructive and creative format. This is your chance to be creative!!
You have an entire class period to engage other professionals!
Remember, you often need to SELL your idea by using your own
creativity, knowledge, and enthusiasm for the topic and its
importance.

Each group is required to set up a meeting time to discuss their topic
with me AT LEAST one week prior to your 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 course materials/readings as well as conducting your own
literature search and research review (i.e. ERIC, psychinfo, academic
full text, etc.).

Your group's final product will consist of:

A.  A detailed plan outlining what you intend to present.  Remember to
include components and descriptions of: the topic, your audience,
goals of your lesson, specific activities and materials needed,
anticipated time of each activity, etc.

B.  A resource packet for each student in the class.  Your resource
packet should include references, activities, fact sheets, and other
salient information for future teachers.

C.  A video analysis of your teaching experience.  Each group's
collaborative teaching experience will be videotaped for subsequent
review.  After you teach your topic, your group is required to
reconvene and watch the videotape of your collaborative workshop.
Then, each individual in the group will write her/his own analysis of
the tape.  I expect to see thoughtful reflection about the quality of
the teaching that you did as well as connections to current
educational theory and research.

D.  Along with your video analysis paper, you are required to submit
an evaluation of each individual member of your collaborative teaching
group, including yourself (out of a maximum 150 points).  In addition,
I will evaluate the group as a whole and average together each
individual's point distribution for the final grade.  Remember that
you will each be accountable for the grade you assign to each of the
members of your group, so please do not take this responsibility
lightly.  The appropriateness of the grades you assign and your
ability to adequately defend them will be incorporated into your final
grade for this project.

Course Assignments and Explanation of Evaluation – M201

M201 is a required lab. If you miss more than one lab session, you
will not pass this course. You will be evaluated on a pass/fail basis.
To pass, you must attend class regularly, complete the required 12
hours in the field, and earn a + or ++ on all assignments. Lab
activities have been designed to support and extend course materials
as well as focus on micro-teaching and field placement experiences.

++  Stellar, thorough work, exceeds expectations
+    Satisfactory, meets expected requirements
+-   Incomplete work, does not meet requirements, revision necessary
0    Not complete, unacceptable

Log

You are required to keep a log of all activities during your field
experience. In the log, write the date and time you are on site as
well as the activities you engaged in and/or observed. This log will
aid you when it's time to make a journal entry and integrate field
experience with classroom discussion and text materials. You will be
required to submit your log at random times during the semester so
always bring it with you to lab.

Current Issues

There are many examples of teaching and education that can be found in
our culture, some inspiring some disappointing. You are to write a 3-5
page reflection on one of the topics listed below. Critically analyze
the topic you choose. You are to provide both positive arguments as
well as constructive arguments about the topic you choose. These
papers should be research-based (at least 5 references) so that you
become a knowledgeable consumer about the topic. You will present your
findings to the class along with other peers who have researched the
same topic. A topic will be assigned to you and may be one of the
following:

Zero tolerance policies
Inclusion
Ability grouping
Standardized test bias
Retention
School vouchers

Let's Play

Play is an important part of learning, regardless of the grade/age you
teach. You will work in groups and choose a game, activity, or project
related to your subject area. Your group will be responsible for
teaching that game, activity or project to the rest of the class. Each
group is responsible for providing any necessary materials for the
class (let me know if you need help). You will need to have your plan
approved by me at least one week prior to your activity date. This
activity is intended to be fun, creative, and enjoyable. Groups will
be evaluated on the following:

1.  Effectiveness of teaching style (was the activity fun and
engaging?)
2.  Creativity (was the activity unique?)
3.  Organization (was the class able to follow the instructions and
complete the task?)
4.  Preparedness (did the group have a plan?)

Schedule of Events

Note: This schedule is tentative. I reserve the right to make changes
to the syllabus as needed. I will inform each of you of any changes at
the earliest date possible via e-mail/class. I appreciate your
flexibility.
M 1/8  Introduction to the Course
Syllabus

W 1/10 Creating Classroom Community
Journal No. 1
Special Box

LAB 1/10  Community Building Activity
Card Game

M 1/15    No Class – Celebrate Dr. Martin Luther King, Jr. Day by
volunteering in the community!!

W 1/17   Cognitive Development
Ormrod Chp. 2

LAB 1/17  Introduction to Field Experience – Shana Baird
Field Placement Letter and Resume

M 1/22    Cognitive Development Cont'd

W 1/24    Personal, Social, and Moral Development
Ormrod Chp. 3
Journal No. 2

LAB 1/24  Identity
Keirsey Activity (see reader)

M 1/29    Development and Culture: Starting Small
Yamamoto, Silva, Ferrari, & Nukariya (1997)
Lake (1990)
Nieto (1996)
Duvall (1994)

W 1/31   Intelligence and Creativity: Multiple Intelligence Theory and
Activity
Ormrod Chp. 4, pp. 118-137

LAB 1/31  Crossing the Lines

M 2/5   Cognitive Theories of Learning: Students as Information
Processors
Ormrod Chp. 6

W 2/7  Cognitive Theories of Learning: Students as Constructors of
Knowledge
Ormrod Chp. 7
Journal No. 3

LAB 2/7  Zero Tolerance Discussion

M 2/12  Behaviorism
Ormrod Chp. 10

W 2/14 Social Cognitive Theory
Ormrod Chp. 11
Journal No. 4

LAB 2/14 Retention Discussion

M 2/19  Culture, Risk, and Expectation
Ormrod Chp. 4 pp137-164
Kozol Article

W 2/21 SES Activity
Anyon Article
Journal No. 5

LAB 2/21  School Voucher Discussion

M 2/26  Students with Disabilities
Ormrod Chp. 5

W 2/28  Students with Disabilities
Individual Project Due by Friday at Noon!!
Waldron (1997)
Hartshorne & Hartshone (1997)
Ostrosky, Drasgow, & Halle (1999)

LAB 2/28  Inclusion Discussion

M 3/5  Teaching Students to Think
Ormrod Chp 8

W 3/7  Instructional Goals, Strategies, and Approaches
Ormrod Chp. 13 & 14
Philosophy Draft Due
Journal No. 6

LAB 3/7  Play

M 3/12 & W 3/14  Spring Break!!!!! Yahoo!!! Be safe, healthy, and have
fun!!!!!

M 3/19  Adapting and Modifying Instruction
CELL Reading

W 3/21 Workshop No. 1

LAB 3/21  Ability Grouping Discussion

M 3/26  Assessment of Learning
Ormrod Chp. 16

W 3/28  Workshop No. 2
Journal No. 7

LAB 3/28  Play

M 4/2  Student Motivation: Creative Teaching Methods
Ormrod Chp. 12
Mayesky (1998)
Devito, Krockover, & Steele, K.J. (1993)

W 4/4  Classroom Management: Guest Speakers
Journal No. 8
McLane (1997)
Rhine (1997)
Faber & Mazlish (1987)

LAB 4/4  Play

M 4/9  Home-School Collaboration
Perl (1995)
Weill (1998)
Kottler & Kottler, Chp. 6 & 7
F-S 1-8
Gestwicki (2000) Chp. 5
Gestwicki (2000) Chp. 6

W 4/11 Workshop No. 3
Coffee Talk Due by Friday at Noon!!!

LAB 4/11  Play

M 4/16  Workshop No. 4

W 4/18  Gay and Lesbian Youth
Lasser & Tharinger (1997)
Journal No. 9

LAB 4/18  It's Elementary

M 4/23  Closure Activity

W 4/25  Closure and Wrap-Up
Philosophy Due
Journal No. 10

LAB 4/25  Field Experience Wrap-Up

M 4/30 & W 5/20   Finals Week….Get outta here! Have a great summer!!!