Education | Educational Psychology for Elementary Teachers
P251 | 5170 | Mary Beth Sokas


Required Text:
Ormrod, J. E. (2000).  Educational psychology:  Developing learners
(3rd ed.).  Upper Saddle River, NJ: Prentice-Hall.

Texts on Reserve at the Education Library:
Jackson, D. L., & Ormrod, J. E. (1998).  Case studies:  Applying
educational psychology.  Upper Saddle River, NJ:  Prentice-Hall.

Course Description:
This course is designed to provide an overview of the principles of
educational psychology.  To this end, the important theories and
research findings of educational psychology will be applied to
teaching and learning at the elementary grade levels.  Students will
be given many opportunities to demonstrate their abilities to connect
theory with practice through assignments and case study work. The
major topics to be covered in this course include student development
and diversity, learning processes, instructional processes, and
assessment.

General Course Objectives:
1.  Identify and understand the relevance of educational psychology to
the field of education.
2.  Develop a foundation of knowledge and experiences that will
influence the decisions you will make as an elementary teacher.
3.  Apply knowledge of the facts, principles, and theories that
pertain to learning, teaching, classroom management, and assessment.
4.  Reflect on your development as a teacher through class activities
and discussions, field experience in schools, and bi-weekly lab
meetings.

Course Requirements:
1.  Enthusiastic Class Participation
2.  Case Study Work (5 x 10 pts = 50 pts)
3.  Reflection Papers (5 x 10 pts = 50 pts)
4.  Quizzes (5 x 4 pts = 20 pts)
5.  Midterm (100 pts)
6.  Teaching/Learning Philosophy Statement (30 pts)
7.  Portfolio (50 pts)
8.  Final Exam (100 pts)

Assignments:

Case Study Work:  At the beginning of the semester, you will be
assigned to your Case Study Group.  Throughout the semester, you will
be asked to read and reflect on five case studies from the Jackson and
Ormrod textbook.  This book is on reserve at the Education Library.
It is your responsibility to copy the required case study and read it
before coming to class.  Then, in class you will convene with your
Case Study Group and together you will analyze the assigned case.
Your group notes will be handed in for feedback and assessment (please
write legibly and include the names of the group members who were
present during that particular analysis).  Each case study will be
worth 10 points.  I will use the following criteria in grading your
case study work:
1.  Application of appropriate psychological theory to case analyses.
2.  Objectivity of analysis.
3.  Organization of analysis.
* Note that you will not be allowed to make up case study work should
you miss that particular class.

Reflection Papers:  Five short (2 pgs., typed and double spaced)
10-point papers will be assigned during the semester.  In order to
write the reflection papers you will need to stay current in your
assigned readings and attend class.  These papers should reflect your
ideas about the current material.  How did it strike you?  What ideas
were new?  Confusing?  Controversial?  How did the class impact your
view of the reading material?  How does this material relate to
teaching at the elementary level?  Is it something you will
incorporate into your teaching?  Have you experienced these concepts?

Quizzes:  Periodically, unannounced 4-point quizzes will be given on
the reading assignment or the previous day's discussion.  Students may
keep their five highest scores from among those given to apply toward
their final grades.  No make-up quizzes will be given under any
circumstance.

Midterm:   The 100-point midterm will be a combination of multiple
choice, short answer, identification, and short discussion questions.
It will be based on the material previously covered in the text and
classroom discussions.

Teaching/Learning Philosophy Statement:  In the 30-point philosophy
statement, I will require you to write a paper (4-5 pgs.) which
discusses your own personal philosophy of the teaching/learning
process.  This statement should take into account the works of one or
more theorists.  More information about this statement will be given
at the appropriate time.

Portfolio:   At the end of the semester you will turn in a portfolio
of your work in educational psychology.  This will be a compilation of
your reflection papers, exams, teaching philosophy statement, field
experience journal entries, and any other work/material which you feel
is relevant to educational psychology.  This 50-point portfolio will
be assessed in terms of neatness, organization, completeness, and
originality.  More details will be given during the semester.

Final Exam: The 100-point final exam will be a combination of multiple
choice, short answer, identification, and short discussion questions.
This exam will be based on all information covered after the midterm.


Grading:
Exams and assignments will be graded on a points system that will be
explained at the time each is assigned.  If you have concerns about
your grade throughout the semester, please contact me.  Your final
course grade will be based on the total points earned  (total possible
= 400 pts.)and will be assigned according to the following scale:
A+  97-100% (388-400 pts)
A   93-96% (372-387 pts)
A-  90-92% (360-371 pts)
B+  87-89% (348-359 pts)
B   83-86% (332-347 pts)
B-  80-82% (320-331 pts)
C+  77-79% (308-319 pts)
C   73-76% (292-307 pts)
C-  70-72% (280-291 pts)
D+  67-69% (268-279 pts)
D   63-66% (252-267 pts)
D-  60-62% (240-266 pts)
F    0-59% (0-239 pts)

***Note that the Department of Education requires a minimum of a "C-"
in P251.  This course must be successfully completed before taking any
additional courses in the teacher education program.

Course Policies:

Attendance:  Regular attendance is required and attendance will be
taken periodically in class.  Absence due to illness (personal or
family) is the only legitimate reason to miss class.  If you need to
miss class, please notify me via e-mail.

Class Preparation:  You are responsible for reading the assigned text
prior to class since participation in discussions and activities will
require your knowledge of the topic.  As you read the Ormrod text and
other material, I want you to mark down concepts and terms that you do
not understand.  During class, I will pass around a log sheet for you
to post confusing terms each day.  We will try to go through some of
the items on the log sheet in class, or via e-mail.

Missed/Late Assignments:  The due date that I give for assignments is
the last possible date that I will accept the work for full credit.
Assignments are due at the beginning of class.  Computer malfunctions
will not be considered acceptable excuses.  Any item not turned in the
day it is due will be docked one half letter grade for each day it is
late.

Adaptations and Modifications:  Please let me know within the first
week of class if you require special adaptations or modifications to
any assignment, exam procedure, or due date because of special
circumstances such as learning disabilities, religious observances, or
other appropriate needs.

Academic Integrity:  All policies and regulations stated in the
Indiana University Undergraduate Bulletin apply in this course.  It is
your responsibility to familiarize yourself with these policies.

Syllabus Changes:  The instructor reserves the right to alter the
syllabus as needed.  Any changes in the syllabus will be announced in
class.
Instructor Responsibility:  I consider it a privilege to have each of
you in my class.  As your instructor, I will do whatever I can to help
you learn and do well on tests on assignments.  However, please keep
in mind that your grade in this class is earned by you, not given by
the instructor.  I will give you a number of opportunities to learn
the material and demonstrate what you have learned.


M101:  Laboratory-Field Experience (2 credits)

Description:
The purpose of the lab and field experience is to explore the
practical applications of the theories of educational psychology.  The
field experience will provide you opportunities to view classrooms
from a teacher's perspective.  Lab time will be used to reflect on
your field experience and further explore the issues discussed in
class.

Requirements:
M101 is a required lab.  You will be evaluated on a pass/fail basis.
In order to pass the course, you must:
1.  complete the required 21 hours in the field
2.  attend lab sessions and participate in lab activities (only 2
missed labs are allowed)
3.  turn in a complete reflective teaching journal.  This journal will
consist of 1-2 page journal entries from each field visit.  For each
entry, simply document the date, time, and place of your field
observation/activities.  Then write out a 2-3 paragraph synthesis of
what you learned or observed on that particular visit.  At the end of
the semester you will hand in all of your entries in your portfolio.
This will offer evidence that you fulfilled the 21 hours of field
time.
4.  receive a satisfactory rating of field performance by your
cooperating teacher

Lab Structure:
This lab is designed to be open ended enough to provide you the
opportunity to explore questions, issues, concerns, fears, or anything
else that may be relevant to your experiences as a teacher.  Since lab
time will depend heavily on your participation and is group
work/discussion oriented, regular attendance is expected.

Course Outline


DATE     TOPIC                                ASSIGNMENT
M 1/8    Introduction/Review of Syllabus
W 1/10   Ed. Psych. and Decision Making       Ormrod Ch.1
W 1/17   Cognitive and Linguistic Development Ormrod Ch.2
M 1/22   Cognitive and Linguistic Development Ormrod Ch.2
W 1/24   Personal, Social, and Moral          Ormrod Ch.3
Development
Reflection paper #1
M 1/29   Personal, Social, and Moral          Ormrod Ch.3
Development
W 1/31   Individual and Group Differences     Ormrod Ch.4
M 2/5    Individual and Group Differences     Ormrod Ch. 4
W 2/7    Students w/ Special Educational Needs Ormrod Ch.5
Reflection paper #2
M 2/12
W 2/14   Motivating Students to Learn         Ormrod Ch. 12
M 2/19
W 2/21   Promoting Learning through Interaction Ormrod Ch.14
M 2/26   Review
Reflection paper #3
W 2/28   Midterm Exam                         Ormrod Chapters 1-5; 12;
14
M 3/5
W 3/7    Learning and Cognitive Processes     Ormrod Ch. 6
M 3/19
W 3/21   Behaviorist Views of Learning        Ormrod Ch.10
M 3/26
W 3/28   Social Cognitive Views of Learning   Ormrod. Ch.11
Reflection paper #4
M 4/2
W 4/4    Choosing Instructional Strategies    Ormrod Ch.13
M 4/9    Creating and Maintaining a           Ormrod Ch. 15
Productive Classroom Environment
W 4/11
T/L Philosophy Statement
M 4/16
W 4/18   Assessing Student Learning           Ormrod Ch. 16
Reflection paper #5
M 4/23
W 4/25   Reflective Teaching                  Outside Source (TBA)
Review                               Portfolio


Monday, April 30, 5:00pm   Final Exam         Ormrod Chapters
6,10,11,13,15,16