Education | Educational Psychology
P251 | 5168 | Abra Nardo
Parsons, R., Hinson, S., Sardo-Brown, D. (2001). Educational
Psychology: A Practitioner-Researcher Model of Teaching
1. Mooney & Cole, Learning Outside the Lines
2. Course Packet for P251 - Nardo (Available at both the IU Bookstore
Please Note: Students with visual, hearing, physical, and/or learning
disabilities, which may require modification of curriculum,
instruction, or assessment, should contact the instructor. I wish to
fully include persons with disabilities in this course. Modifications
and accommodations will be made after the student has presented
documentation indicating qualification for services from DSS (Disabled
Student Services). See the Handbook for Students with Disabilities for
Why this class is required
In order to be an excellent teacher, you need to have a strong
understanding of how students learn. You also need to understand how
what you do as a teacher affects this learning. In this class, we will
discuss theories of social and emotional development that will help
you to better understand this group of students so that you may better
communicate with them. Educational Psychology helps you to learn just
what you most need to know: how children learn, how they develop
socially and emotionally, and how you can improve as a facilitator of
their learning. Many teachers report the value of this one course as
being far above others in their preparation programs! Make the most of
this opportunity. Value this course as you value your future as a
1. To develop thinking professionals who will be problem solvers in
their classrooms and in their school communities
2. To begin to understand how differences in children's learning
styles, cultures, and background affect how they learn
3. To increase your knowledge of resources available to teachers from
the field of Educational Psychology for use in your classrooms
4. To gain basic knowledge of the major theories of the field of
Educational Psychology and to demonstrate that knowledge
5. To participate in a classroom through the field experience
6. To understand and utilize best practices in the fields of
learning, teaching, motivation, and the classroom environment
7. To develop and articulate a personal theory of learning and
Course Expectations and Policies
1. You are allowed up to three unexcused absences over the course of
the semester. After that, each absence will cause you to lose one
third of a letter grade off of your final grade for the class (3.5
percentage points). Every three tardies will count as an unexcused
absence. If you have a legitimate excuse for not coming to class,
e-mail me in advance to let me know about it.
2. If you choose to miss class, you must assume responsibility for
all missed materials, lecture notes, in-class activities, etc.
1. Assignments should be turned in on time (at the beginning of the
class). Assignments turned in later on the due date or the next day
will be marked down by 10%. 10% more will be taken for each extra day
late. If you miss an exam or a presentation without letting be know
beforehand, expect to receive the grade of F. The only exceptions are
absences within the university guidelines for excused absences.
2. If you have a legitimate emergency or medical problem and need an
extension on any assignment, please contact me ASAP. Printer problems
are not legitimate emergencies.
3. Print out assignments one hour or more before class begins. If you
walk in late on the day an assignment is due, the assignment is late.
4. I expect you to contact me if an assignment will be turned in
late. When an assignment is turned in up to 24 hours late without
prior notice, expect to lose 10% of the grade.
5. If you need to turn in an assignment after the class period when
it is due, please take your paper to the 4th floor of the Education
building and have a secretary date and sign the paper, then place it
in my box.
If you have any concerns about anything at all, please contact me
right away. I can't help you if I don't know there's a problem. I
check my e-mail several times a day. This is the best way to contact
me. If you want me to call you back, just be sure to include your
You are required to have an active IU e-mail account that you will
need to check DAILY to receive messages related to the course.
Issues of cheating and plagiarism are detailed in the Code of Student
Rights, Responsibilities, and Conduct. These standards are at
http://campuslife.indiana.edu/Code for your reference. Please
familiarize yourself with these standards immediately. You will
receive ZERO points for any assignment, exam, presentation, etc. that
involves any form of academic dishonesty.
I expect regular attendance, cooperation, and an indication of
interest and effort. Also, it is VERY important that you do your
readings before class. Teaching a class when no one has read is
excruciating and a waste of time for both me and for you.
My Pet Peeves
(I am generally very reasonable, but I have a few pet peeves. I think
it's better to tell you these up front.) Do not send e-mail to me
that you would not be willing to read to me in person.
1. Never tell me you need a certain grade. If you need a certain
grade, then earn that grade.
2. Learn the attendance policy now. I will not change my mind about
it after the semester is over.
There will be two required teaching papers. These papers should be 2-3
pages in length and should follow the guidelines for written work
included in this syllabus. The idea is to talk about how you will
incorporate the theories we have studied into your own teaching. These
papers are a way of helping you organize your larger Philosophy of
Instruction paper that is due at the end of the class. By the time you
are working on your final draft, you will need to put these papers
together, along with ideas you have learned from the rest of class and
from your groups activity. You will be able to use your final paper
when you apply for teaching jobs.
Date Book Check
This is the easiest 10 points you will ever earn. What is required is
that you find yourself a date book for the semester. I would like to
see that you have included the readings and assignments that are due
for every day of the semester. This is something that you should be
doing every semester anyway, but if you don't, I am now incorporating
some motivation for you to try it this semester. I expect this to be
something you carry with you every day. From time to time, I will
check that it is with you!
Philosophy of Instruction
This is an opportunity for you to explore, through your own writing
process, exactly how you see yourself as a facilitator of learning
environments. It is a guiding philosophy of what you aim to do as a
teacher. This is a document that you should hold on to since it may
come in handy for many teaching job interviews. The readings, class
activities, and field experiences should help you to think about this
more and more deeply as time passes. The final draft should be
relatively short (3-5 pages) and very high quality. Typos and errors
in this assignment will be signals that it is not a complete draft. At
any time in the semester, feel free to bring me drafts to read. I have
included the scoring rubric for this assignment on the last page of
the syllabus. Please familiarize yourself with it right away.
There will be two content exams covering major concepts, terminology,
and applications of the information. Items on the exam will reflect
the major points covered in class, the text, and the articles I had
you read. Use your class notes as your guide to decide which parts of
the text to review. This exam will include essay and short answer. I
will provide a pre-organizer for study and time in class for review
and questions. Although these exams are not at the end of the
semester, they are worth a large part of your grade (25% each), so
treat them with the importance of a final exam.
Learning Outside the Lines
This book is a great read! Please follow the reading assignments as
indicated in the syllabus. This book will be the basis for in-class
discussion, activities and will be included on the first exam. I also
think it will help you to write your final paper.
Written Assignment Guidelines
All written work should meet the following criteria:
1. For typed assignments, double-spaced, using a 10 to 12 point
standard font such as Times, Courier, or Arial and set margins to 1
2. In the upper left corner, please type your name, the date, and the
name of the assignment. This helps me to keep the papers straight.
3. Staple your paper together, or buy a staple from me for points!
4. Use a spell check.
5. Paragraphs should begin with a strong topic sentence and end with
a concluding sentence.
6. Papers with major grammatical and structural errors will be
returned to you to be rewritten
7. Show me that you have spent some time thinking critically about
the issue presented.
Course Requirements Point Range Grade
Date Book Check - 10 386-400 A+
Development Teaching Paper - 20 370-385 A
Learning Teaching Paper - 20 358-369 A-
Teaching Tolerance Group Activity - 50 346-357 B+
Final Philosophy of Instruction - 100 330-345 B
Exam 1 - 100 318-329 B-
Exam 2 - 100 306-317 C+
Total Points - 400 290-305 C
Philosophy of Instruction Grading Rubric
This assignment is an example of authentic assessment. This means that
when you go to apply for teaching jobs, you should be able to use this
document as it is. That's why I am being very particular about details
with this one. It's seems harsh, but I want you to get that job! When
this class is over, make sure you put this file somewhere where you
can find it in a few years. You'll be glad you did.
5 = Absolutely meets this criteria
4 = Almost meets this criteria
3 = Somewhat meets this criteria
2 = Barely meets this criteria
1 = Does NOT meet this criteria
DETAILS (30 points)
Assignment is double-spaced.
Assignment uses a 10 or 12 point standard font.
Assignment margins are one inch
Assignment pages are stapled
Assignment is not less than three pages and not more than five
Assignment includes the name, date, and "Philosophy of Instruction"
title typed at top of first page
STYLE (70 points)
Slang is avoided
Grammar and punctuation follows standard rules of written English
Each paragraph has a strong topic sentence
Each paragraph has a concluding sentence.
Overall, this paper is well-organized and has a clear focus.
Paper is free of spelling errors
CONTENT (100 points)
It is clear that author has spent some time thinking critically about
their own philosophy of instruction.
Content of paper reflects theories covered this semester in P251.
Theories are described in language that a high school principal could
Once a theory is introduced, examples are given about how that theory
can be translated into the everyday workings of a classroom.
There is at least one statement addressing personal beliefs or
examples from personal experience.
There is at least one example of how the above can translate into the
day to day workings of a classroom
Total Details Score:______
Total Style Score:______
Total Content Score:______
Total Score ÷ 2 =
(This is subject to change. However, it is extremely unlikely that
assignment dues dates will change.)
Date/Topic/Activities & Assignments/Readings
(to be completed before the week during which they are listed)
T 1/9 / Orientation to Ed Psych/ Ch. 1
T 1/16 /Cognitive Development / Ch. 2, Learning Outside the Lines
(LOL) pp. 15-25
T 1/23 / Constructivism /Datebook check/ Ch. 12. LOL pp. 29-60
T 1/30/Moral & Psychosocial Development/Ch. 3, LOL pp. 61-84
T 2/6 / Exceptionalities / Development Paper Due / Ch. 4, Taking
Inclusion into the Future Article, Double Trouble Case Study
Lab 2/8 / Learning Outside the Lines Discussion and Activity
T 2/13 / Student Diversity / Ch. 5, Unpacking the Invisible Knapsack
Article, Bluest Eye Article
Lab 2/15Field Experience Lab #1
T 2/20 / Exam 1
Th 2/22 / Multiple Intelligences / The First Seven...and the Eighth
T 2/27 / Cognitive Learning TheoriesCh. 7
Lab 3/1 / Teaching Tolerance Group Projects
T 3/6 / Jigsaw Model & Cooperation vs. Competition / Aronson Jigsaw
excerpts & Helping Children Become More Prosocial Article
T 3/13 / Spring Break
(Don't Drink and Drive!)
T 3/20 / Motivation / Ch. 8
Th 3/22 / Learning Paper Due
T 3/27 / Behaviorism / Ch. 6
Lab 3/29 / Field Experience Lab #2
T 4/3 / Applied Behavior Analysis & Classroom Ecology / Ch. 9, 4
Mistaken Goals of Behavior Article
Th 4/5 / Exam 2
T 4/10 / Classroom Management / Ch. 10, Positive Discipline in the
Classroom (look for Jigsaw divisions)
Lab 4/12 / Field Experience Lab #3
T 4/17 / Instructional Planning / Ch. 11
Th 4/19 / No class. I will be at the National Association of School
Psychology Convention, and I suppose you will be preparing for a long
Little 500 weekend.
T 4/24 / Assessment / Ch. 13
Th 4/26 / Final Philosophy of Instruction Paper Due
– This class does NOT have a final exam –