Education | Educational Psychology for Elementary Teachers
P251 | 5174 | Stephanie Bales

Required Texts:
1.  Ormrod, J. E. (2000). Educational Psychology: Developing Learners
(3rd ed.). Upper Saddle River, NJ: Prentice Hall.
2.  Course Packet of readings, available at Mr. Copy.

Course Description:
This course focuses on how students learn, and how teachers should
teach to maximize students' learning. The lectures, group activities,
labs, and field experiences are designed to provide you with an
overview of theories and research in educational psychology, plus
practical applications for teaching at the elementary grade levels.
Topics to be covered include theories of development and learning,
student diversity issues, motivation, creating productive learning
environments, approaches to instruction, and assessing classroom

Course Objectives:
The main objective of this course is to help you learn, understand,
and use educational psychology in your personal and professional
lives. Consistent with this goal are the following objectives:
1.  To gain a foundation of knowledge in human learning, development,
motivation, and assessment.
2.  To apply theories of learning and development to elementary level
3.  To develop the professionalism necessary for good teaching.

Course Format & Policies:

Attendance: Attendance will be taken regularly in class. It is
important to try to make it to every class, as lectures/class
activities are designed to clarify the readings and emphasize
practical applications of text content. Points will be awarded for
daily activities (see course requirements/assignments); if you are
absent you will miss the points for that day's activity.
If you have to miss a class, please inform me beforehand via e-mail or
voicemail. Also, Class will begin at its scheduled time, so please be
on time.

Readings/Discussions: You are responsible for the assigned readings
prior to the date they are covered in class. Discussions, activities,
and assessments will be based on the assumption that you have
completed the readings and are prepared for class. You are responsible
for all class content, whether you are present or not.

Late Papers & Assignments: All written assignments are due on the due
date! Any item not turned in the day it is due will be docked 1/2
letter grade for each day it is late. Missed quizzes and activities
will be counted as a zero unless there are extraordinary
circumstances, which must be documented in writing or you make
arrangements with me well in advance.

E-mail Accounts: You are required to have an active e-mail account.
You will need to check your e-mail on a regular basis (i.e., at least
twice a week) to receive messages related to this course.

Honor Code: Please see the Student Code of Ethics handbook for issues
related to cheating and plagiarism. If you are unfamiliar with these
policies, you are required to make yourself familiar with them

Syllabus Changes: Please note that as the instructor, I reserve the
right to make changes to the syllabus as needed. In the case of any
changes, I will let you know at the earliest date possible in class or
via e-mail.

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
eligibility requirements.

Grading Procedures:
The grading of this course is split between testing of knowledge and
testing your ability to apply that knowledge. Course requirements are
as follows:

Participation (2 points/day)      50 points
Quizzes (6 X 15 to 35 pts. each) 125 points
TV assignment                     25 points
Group Debate/Reflection           75 points
Philosophy of Teaching & Learning 25 points
Final Activity                    50 points
Total Possible Points            350

The maximum number of points available will be 350. Grades will be
based on total point accumulation as follows:

A  = 324-350 (93-100%)
A- = 314-323 (90-92%)
B+ = 303-313 (87-89%)
B  = 289-302 (83-86%)
B- = 279-288 (80-82%)
C+ = 268-278 (77-79%)
C  = 254-267 (73-76%)
C- = 244-253 (70-72%)
D+ = 233-243 (67-69%)
D  = 219-232 (63-66%)
D- = 209-218 (60-62%)
F  = 208(59%)&below

Course Requirements/Assignments (See course packet for more detailed

Daily Activities (2 points/day; 50 pts. total): As the class is based
on a discussion/activity format, participation in daily activities is
an important part of the course. Points will be given for each
activity/day. Activities may include small group work, discussions,
reflections on teaching video clips, etc. Cases of lengthy illness or
other difficult circumstances that may impact activity points will be
considered on an individual basis.

Quizzes (6 X 15 to 35pts. each; 125 pts. total): Regular quizzes
(matching, multiple choice, short answer) on readings and class notes
will be given to aid in learning and applying course material. See the
following schedule for quiz dates and topics.

Television assignment (25 points): For this brief assignment (2-3
pages in length), you will discuss a television show or movie as it
relates to children's development. See course packet for complete

Group Debate/Reflection (25 points): This assignment will involve
working with a small group of your classmates in researching a topic
relevant to teaching, as well as to you personally. You will work with
your group to create a 10-20 minute presentation on the topic to the
class. Another small group will present an opposing viewpoint on the
topic. You also will write a short reflection on what you learned
about the topic following the debate.

Philosophy of Teaching and Learning (25 pts.): This short paper will
be an opportunity for you to explore your personal beliefs about
teaching and learning, and how they will guide your future teaching

Final Activity  Mock Job Interviews (50 points): This activity will
include working in small groups to create: (1) interview questions
that pull together course topics and (2) an instrument to assess job
candidates' performance. The activity also entails collectively
interviewing job applicants, and individually preparing
for/participating in interviews at a neighboring "school" (group).

Spring 2001 Schedule: Class Topics, Readings, Assignments

1/9   Introduction, syllabus
1/11  Educational Psychology    Chapter1, Ormrod
& Teacher Decision Making

The Learner

1/16  Cognitive Development     Chpt. 2: p. 25-43.
The Brain                 Wolfe & Brandt article
Piaget                    (course packet)

1/18  Cognitive Development     Chpt . 2: p. 43-50.
Piaget (cont.)

1/23 Personal Development       Chpt. 3: p. 77-79.  QUIZ 1  Cognitive
Parent/family influences   Darling article     Development(15
Woolfolk Reading    points)

1/25 Personal Development       Chpt. 3: p. 79-88.

1/30 Social Development         Hetherington & Parke
Peer Relationships         Reading

2/1  Moral Development          Chpt. 3: p. 96-104;
Kohlberg                   108-115.
Fostering Moral dev.       Springen article

2/6  Individual & Group         Chpt. 4: p. 119-131;    QUIZ 2 
Differences                133-136.                Personal,
Intelligence               Optional: Campbell      Social &
Creativity                 & Traub articles        Moral
(20 points)

2/8  Individual & Group       Chpt. 4: p. 136-160.
Differences              Begley article
Gender differences       Sommers article
Ethnic differences
Socioeconomic Differences

2/13 Students w/ Special      Chpt. 5: p. 168-179.   TV Assignment due
Educational Needs        Optional: Stewart &
Inclusion/Laws           Wingert/Kantrowitz articles

2/15 Students w/ Special      Chpt. 5: p. 179-215
Educational Needs
Specific difficulties


Learning & Instruction

2/20 Behaviorist Views of     Chpt. 6: p. 221-222.   QUIZ 3 
Learning                 Chpt. 10: p. 396-413.  Individual/Group
Wiseman, Cooner, &     Differences &
Knight article:        Students w/
p. 107-121             Special Needs (20
2/22 Social Cognitive Views   Chpt. 11: p. 435-440;
of Learning              442-449; 453-460.
Wiseman, Cooner, & Knight
article: p. 121-123.

2/27 Applying Behavioral      Chpt. 13: p. 547-552.
Theory in the Classroom  Wiseman, Cooner, & Knight
article: p. 123-126.

3/1 Information Processing/   Chpt. 2: p. 50-58.      Rough Draft
Cognitive Views of        Chpt. 6: p. 222-259.    Philosophy
Learning                  Wiseman, Cooner,        Paper Due
& Knight article:
p. 127-137.

3/6 Applying Cognitive        Chpt. 13: p.532-540.
Theory in the Classroom   Wiseman, Cooner, & Knight
article: p. 137-140.
3/8 Constructivism/           Woolfolk reading (b):
Knowledge Construction    p. 329-336. Wiseman, Cooner,
& Knight article: p. 140-142.


3/20 Applying Constructivism  Chpt. 7: p. 281-286.
Chpt. 14: p. 568-572.
Woolfolk reading (b): p. 336-345.


Classroom Processes

3/22 Motivating Students      Chpt. 12: p. 472-490.
to Learn

3/27 Motivating Students      Chpt. 12: p. 492-513.  QUIZ 4  Learning
to Learn                                        & Instruction (35
3/29 Choosing Instructional Chpt. 13: p. 518-532.
Planning for instruction
Lesson Plans

4/3 Creating and Maintaining Chpt. 10: p. 417-428.
a Productive Learning    Chpt. 15: p. 598-599; 612-621.
Classroom Management

4/5 Creating & Maintaining   Chpt. 15: p. 599-612; 622-629.
a Prod. Lrng Env.
Classroom climate
Communication with parents

4/10 Assessing Student       Chpt. 16          QUIZ 5  Motivation,
Learning                Goodrich article  Inst. Strategies, Prod.
Lrng Environments (20
4/12 Assessing Student       Chpt. 16

4/17 Standardized Testing    Appendix C: p.    FINAL DRAFT PHILOSOPHY
C1-C4             PAPER DUE
Supplemental Reading
#1: Student Study
guide (p. 227-232).

4/19 Prep for final activity                   QUIZ 6  Assessment &
Standardized Testing
(15 points)
4/24 Prep for final activity

4/26 Final In-Class Activity                   FINAL ACTIVITY

M101: Lab & Field Experience
Lab: selected Thursdays 11:15am-12:30pm in EDUC 1004
Field experience: selected Thursdays 8:30am-12:30pm, To Be Arranged

Description & Policies:
The purpose of the lab and field experience is to explore practical
applications of theories in educational psychology. You will use the
lab for reflecting on experiences in the field and for microteaching
activities. Other possibilities include videos, guest speakers, and

M101/M201 is graded as pass/fail. In order to pass the course, you
must meet the following requirements (see course packet for further
information on assignments):
1.  20 hours in the field.
2.  A satisfactory rating of field performance by your cooperating
3.  Micro-Teaching.
4.  A Reflective Journal on your observations and activities in the
5.  Completion of Observation Activities.
6.  Attendance in labs (2 missed labs allowed).

Date: Lab or Field*

1/11 Lab: Orientation for Field Experience
*TBA  depends on what days the class will be assigned to be in
schools for their field experience.