Education | Educational Psychology for Secondary Teachers
P255 | 5300 | Maggie Magoon


Snowman, J. and Biehler, R. (2000). Psychology applied to teaching
(9th Ed.). Boston, MA: Houghton Mifflin.
1.  Abbeduto, L. (2000). Taking sides: Clashing views on controversial
issues in educational psychology. Guilford, CT: McGraw-Hill. This will
be used for in-class debates and is also on reserve in the Education
Selected articles on reserve at the library and/or readings made
available electronically.


Teacher education is vital to the future of the nation and world.
Indiana University prides itself in a strong, rigorous School of
Education including its many Teacher Education programs. During
Instructor orientation, it was stated that our inquiry-oriented focus
means that we are moving from telling, showing, giving future teachers
information to opening their minds to the literature in the field,
impressing upon them that debates in controversial topics and
appreciating conflict in intellectual matters is extremely important.
Learning to deal with difficult issues, engaging students, and
creating an atmosphere where future teachers become independent
thinkers and inquirers will generate a lifelong quest for intellectual
curiosity which will maintain the standards that Indiana University
hopes for its future teachers.


Educational Psychology for Secondary Teachers (P255) surveys the major
theoretical perspectives and research findings in the study of
development, cognition, intelligence, individual differences, cultural
diversity, learning theories, motivation, classroom management, and
assessment. This course also acquaints students with current
controversies, research methods, and applied issues in teaching.

The primary goals of this course are:

1.  Gain exposure to the field and major theories of educational
psychology that will allow future teachers to apply this information
in their classrooms.
2.  Enhance understanding of reading material through critical
discussions in lecture and lab.
3.  Develop a personal Philosophy of Education and note the evolution
of this personal identity as a professional throughout the duration of
the semester.
4.  Acquire tools that facilitate learning to teach (i.e., content
knowledge, research in the field, etc.).


1.  Attendance and participation is extremely important. Participation
includes making contributions and active involvement in class and lab
activities, group projects, and discussions. This requires keeping
up-to-date on your readings as group activities/discussion depend on
everyone being knowledgeable about the topic.
2.  Complete assignments as scheduled. For each day an assignment is
late, 10% will be deducted from the total possible points for that
assignment. Missed assignments will receive a zero.
3.  Obtain an e-mail account if you do not already have one, and check
e-mail regularly. Updates and announcements are typically sent once a
week. My webpage will also be updated regularly and will include
assignment instructions, examples, schedules, electronic readings,
4.  All writing assignments should be in APA style. The library has an
American Psychological Association Publication Manual for your use.
All sources (references) should be listed.
5.  The responsibility of becoming a future teacher is an enormous one
and begins by continuing to be a life-long learner. If you are having
difficulty throughout the semester or have a learning disability,
please schedule time to come and see me. Be proactive in your
learning; do not leave the classroom confused. If you have questions
after you leave class, please contact me by e-mail. Asking questions
now will help not only for assignments and tests, but as you grow as a


Your course grade will consist of the following:

100 points  Participation and Attendance - You have one "freebie"
absence each in class and lab. For additional absences, 10 points will
be deducted unless a written excuse is submitted (doctor's note,
etc.). If you are unsure if your absence will be excused, please
contact me. Attendance policies begin January 16 – after drop/add
week. Participation will be graded primarily on preparation for class
(i.e., reading assigned material and completing assigned activities
for the day) and participation in discussions. I will make special
note of those who are consistently unprepared or do not participate.

100 points  In-Class Debate: – Students will participate in one and
observe four debates concerning current topics in education. Debate
teams consisting of at least three students each will debate the pros
and cons of a topic chosen the second week in the semester from the
Taking Sides book (a sign-up sheet will be distributed). Each team
will have 15 minutes each to present the audience with their argument.
3" x 5" cards may be used during your presentation. There will be a
question and answer or discussion period at the conclusion of the
debate as well as time to complete your written reflections.

Points for participants: 60 points
Requirements: Read pro and con side of your debate from Taking Sides
and use two outside resources from scientific journal articles to
back-up your argument. A written reflection will be required which
should include: 1). A brief summary of your position on the topic
backed by evidence both teams presented during the debate as well as
how you intend to use the information in your future teaching career;
2). A letter grade rating of your performance, your team's
performance, and your opposition's performance backed by examples
which occurred during the debate; and 3). A paragraph pointing out
possible flaws in the topic you just defended, including at least one
outside resource (scientific journal article) backing up the
opposition's argument. Articles (3) must be turned in with your

Points for observers: 10 points per debate
Requirements: Read both sides of the debate prior to class.
Participation in the discussion following the debate as well as asking
questions you may have (Do not leave the classroom confused!). A
written reflection will be required for each debate you observe. This
reflection should include: 1). Information you obtained about the
topic backed by evidence you read in Taking Sides and heard during the
debate; 2). A letter grade rating of each team's performance backed by
examples which occurred during the debate; and 3). Your opinion on the
topic and how you intend to use the information in your future
teaching career.

In the reflection portion and discussion, I will be looking for
critical, independent thinkers who are intellectually curious and are
willing to become engaged in the topic and with fellow students.
Considering both pro and con sides of an issue will provide you with
information from both standpoints as well as maintain flexibility in
your positions on these controversial issues.

150 points  Three tests (50 points each-2/1,3/20,5/1). Each will cover
five chapters and consist of multiple choice and short essay
questions. These tests are designed to not only test content you have
acquired (typical multiple choice questions), but your ability to
apply the information to case scenarios as if you were in the
classroom facing a specific issue learned in class as well (applied
multiple choice and essay questions). Study guides will be made
available on the webpage.

50 points  Evolution of Your Personal Philosophy of Teaching (Due
4/10)– At least two entries will be required. The first entry will be
completed during the first day of class. Your final entry should be a
formal Philosophy you would be willing to give to an employer in your

Requirements: Each reflection should answer such questions as: Why do
you want to become a teacher? What is gratifying about being a
teacher? How will you motivate your students? How will you address
classroom management issues? How will you incorporate diversity and
sensitivity to students who do not have the same background as you do?
What are your beliefs about teaching and what makes a "good teacher?"
How will students, parents, and peers impact your daily teaching
activities? How do teachers touch the lives of young people,
professional peers, and the community? Your final philosophy should be
able to inform your future principal what theoretical foundations you
will employ as you teach to address the above issues. Finally, your
final entry should include a section depicting how you have
changed/evolved throughout the course as a result of the class and
your observations since your first entry. It is expected that your
philosophy will change over the course as you learn information
pertinent to teaching.

100 points  Team-Teaching – You will have the opportunity to
team-teach a small section/topic on issues covered in this course
(Student differences, cultural diversity, student variability,
Behaviorism, Information Processing,  Constructivism, motivation, and
classroom management).

Requirements: Each team will consist of four members, who will teach
for approximately 10 minutes each. This "assignment" should focus on
ways in which the information can be applied to the classroom, either
by using pertinent examples or applied activities with the class.
Short, relevant videos may be shown, and a question and answer
period/discussion should follow your teaching. Lecture should be
limited as I will fill in necessary information primarily through this
format. A team outline is required the week prior to your

*NOTE: Since you are future teachers, spelling and grammar will be
important to your grade for each assignment submitted. Please



A+  490-500 (98%)B+ 435-449 (87%)C+  385-399 (77%)D+  335-349 (67%)
A    470-489 (94%)B   420-434 (84%)C    370-384 (74%)D    320-334
A- 450-469 (90%)B-  400-419 (80%)C-  350-369 (70%)D-   300-319 (60%)

M201 – Laboratory and Field Experience

The lab/field experience associated with P255 is designed to give you
practical experience in the classroom, an environment in which you can
return to your peers to discuss what you have observed, as well as the
opportunity to explore your philosophy of teaching. By experiencing
first-hand the inner workings of a classroom, you can investigate your
personal and professional beliefs about teaching, classroom
management, diversity, and many other current topics in education, as
well as integrating theories and course content into real-world

Since M201 is a pass/fail lab, you must meet the following
requirements to pass:

1.  Acquisition of 21 hours of field experience.
2.  Completion of Reflective Field Journal.
3.  Completion of lab assignments.
4.  Attendance in lab (see above Attendance policy).
5.  Active participation in large and small group discussions. Lab
discussions will be based on observations you have experienced during
your field placement which correlate with the topic that day. For
example, knowing that we will be discussing constructivist theories
during the following lab and having read the chapter, make a special
point to look for examples of constructivist theory in your field
placement observations.

Reflective Field Journal (Due 4/17)
While you are in your classrooms, take 20-30 minutes to reflect on
what you have observed. Write a  one-page journal entry each visit.

Requirements: A copy of your completed student time sheet you will
need to obtain from your supervising teacher will serve as your cover
sheet. Additionally, each entry should include: 1). The date and times
observed; 2). A summary of what you have observed; 3). Strengths and
limitations of the classroom, teachers, administration, etc.; 4).
Relate observation to what you learned in this course by giving
concrete examples; and 5). Anything interesting, shocking, etc., you
would like to share. A final entry should include a summary answering:
How will this observation help make you a better teacher? What have
you seen that you might use or not use in your classroom? Submit all
entries April 17 in a small binder or folder. I STRONGLY recommend
that you not wait until the end of the semester to complete your
journal; complete your entries while observing or soon thereafter so
you can fully remember your experience.

Lab Assignments
Letter of Introduction (1-2 pages) which will be sent to your
Cooperating Teacher (Due January 18 in Class).

Requirements (to be in the following order in your letter):
a.  Format: Your return address and date at top followed by "Dear
Cooperating teacher:"
b.  First paragraph: Introduce yourself (i.e., My name is Maggie
Magoon, a sophomore at Indiana University, and I am enrolled in P255:
Educational Psychology…).  List special goals and questions you may
have about teaching, activities you are interested in, or about your
supervising teacher that you want to learn about through this
c.  Second paragraph: Discuss previous experiences working with
children (i.e., employment at a summer camp, day care, Sunday school
teaching, or babysitting). List background information in your career
area – high school/college achievements or honors in your major as
well as other college courses which helped you learn about the growth
and development of children or teaching children in general. Briefly
list other interests, activities, and hobbies (particularly if they
are relevant to teaching).
d.  Final paragraph: State how the teacher may contact you if s/he has
any questions (i.e., telephone number and e-mail address).
e. Closing: Sincerely, (triple space), and your name – make sure you
sign your name.

1.  Choose one of the following assignments (Due March 27).

Requirements: The written response should be 2-5 pages in length and
should include: 1). A summary of what occurred, 2). Your personal and
professional reflections, 3). Relation to what you have learned in
this course, and 4). Other questions listed with each choice.

a.  Interview a teacher who teaches the age range you are planning on
teaching (ask about philosophies, theories, beliefs, what makes a
"good" teacher, etc.).
b.  Interview a principal at a school with your age range in mind (ask
about philosophies, theories, beliefs, what makes a "good" teacher,
c.  Interview youth in the age range you will teach (ask them what
they think makes a "good" teacher, what they want/expect from a
teacher, etc.).
d.  Interview your peers – preferably someone who is doing or has
completed their student teaching, but you may ask another M201 student
(ask about philosophies, theories, beliefs, what makes a "good"
teacher, what they have observed, etc.).
e.  Observe a teacher other than your cooperating teacher or myself
(what philosophies, theories, beliefs are they using, what did you see
that will help you become a "good" teacher)?
f.  Attend a workshop or conference regarding teaching practices,
training new teachers, etc. (prior approval required).
g.  Observe a group of youth other than those in your field experience
– this must be in a public place such as a mall, store, etc., (what do
you see that is similar or different than the developmental theories
we have studied, how might their current actions fit into or change
their classroom behavior, success, limit them, etc?).
h.  Attend a workshop, conference, presentation, etc., that focuses on
international education, gender, race/ethnicity/multicultural issues,
people with disabilities, diversity/sensitivity training in general,
etc., (prior approval is required). What did you learn? How can this
help open your mind to alternative teaching methods?
i.  Volunteer to work with a program serving the age range of youth
you will eventually teach (prior approval required).
j.  Watch a movie in which you reflect upon the teaching techniques
used, learning methods, or the developmental or psychological
information that may pertain to teaching (prior approval is required).
k.  I am open to other suggestions you have along these lines – just
run them by me first.

Attendance/Participation  20 points
Reflective Field Journal  50 points
Letter of Introduction  5 points
Written Lab Assignment  25 points
Total  100 points

Since this is a pass/fail lab, you must obtain at least a letter grade
of "C" to pass (74%). Grading procedures are consistent with class
(-10% each day late). HOWEVER, you must complete all assignments to
pass (i.e., you can still receive a failing grade if you only complete
the journal and the lab assignment). Additionally, you must also
receive satisfactory ratings in your field placement. Consistently
unsatisfactory ratings will be investigated and a failing grade may be
given regardless of your Lab grade.

Presence in an outside classroom means responsibility. How you act
influences not only the teachers' and principals' perceptions of you,
but of the whole teacher education program at Indiana University.
These teachers and principals have been kind enough to open their
classrooms to us so we should return the kindness by presenting
ourselves in a favorable way, including your behavior in the classroom
as well as your promptness and courtesy. Many of you will be observing
students who are not much younger than you are. You are now part of
the teaching staff, not a peer to the students. Remember to dress and
behave in a professional manner.

Your cooperating teacher has been informed of the requirements of your
field observation. During the rest of your stay, the teacher has been
told that you are free to help them in a variety of ways including
everything from one-on-one tutorial help, grading papers, to room
decorating. They have also been told they can ask you to teach a small
lesson, but they are to give you plenty of preparation time. You are
not to teach entire days or substitute teach for an absent teacher.
The teacher you visit may be nervous with you in his/her classroom,
and the students may behave differently knowing there is an "outsider"
present. Please expect this, and remember that the teacher sets the
rules in the classroom and will depend on you to serve as a role model
for the students.



January 9  Introductions  Cover Syllabus  In-Class Evolution of
Philosophy of Teaching (turn in w/2nd entry April 10)

January 11  Applying Psychology to Teaching  Becoming a Better Teacher
by Becoming a Reflective Teacher  CH 1 & CH 15
Lab-Shana Baird

January 16  Stage Theories of Development  CH 2  Sign up for Debates
and Team-teaching

January 18  Stage Theories of Development  CH 2  Lab-Letter of Intro

January 23  Age-Level Characteristics  CH 3

January 25  Understanding Student Differences  CH4  Team-teach

January 30  Understanding Student Differences  Questions about first
exam CH4
Debate Issue #1 (Single-gender classes)

February 1  Exam #1  Covering Chapters 1-4, 15

February 6  Addressing Cultural and Socioeconomic Diversity  CH 5
Team-teach  Lab-Shanna Baird

February 8  Addressing Cultural and Socioeconomic Diversity   CH 5

February 13  Accommodating Student Variability  CH 6  Team-teach

February 15  Accommodating Student Variability  CH 6  Debate Issue #2
(Ability-level Tracking)

February 20  Behavioral and Social Learning Theories  CH 7  Team-teach

February 22  Behavioral and Social Learning Theories  CH 7  Debate
Issue #7 (Do rewards facilitate learning?)

February 27  Information-Processing Theory  CH 8  Team-teach

March 1  Information-Processing Theory  CH 8

March 6  Constructivist Learning Theory, Problem Solving, and Transfer
CH 9  Team-teach

March 8  Constructivist Learning Theory, Problem Solving, and Transfer
Questions for Exam #2 CH 9

March 13  Spring Break

March 15  Spring Break

March 20  Exam #2  Covering Chapters 5-9

March 22  Approaches to Instruction  CH 10

March 27  Approaches to Instruction  CH 10  Lab Assignment Due

March 29  Motivation  CH 11  Team-teach

April 3  Motivation  CH 11

April 5  Classroom Management  CH 12  Team-teach

April 10  Classroom Management  CH 12 Debate Issue #17 (Zero-tolerance
Evolution of Philosophy of Teaching Due (Both entries)

April 12  Assessment of Classroom Learning  CH 13

April 17  Assessment of Classroom Learning  CH 13
Reflective Field Journals Due

April 19  Understanding and Using Standardized Tests  CH 14 Debate
Issue #15 (Is IQ a useful educational tool?)

April 24  Understanding and Using Standardized Tests  CH 14

April 26  Cover Unfinished Business  Questions for Exam #3

May 1  8:00-10:00  Exam #3

NOTE: The Instructor reserves the right to alter the syllabus as
needed. Changes in the syllabus will be announced in class, via
e-mail, or webpage.
1.  All policies and regulations stated in the Undergraduate Bulletin
apply in this course. See the Code of Student Rights,
Responsibilities, and Conduct for information on academic misconduct
as well as harassment (race, ethnicity, gender, sexual orientation,
sexual harassment, etc.), and student disruption issues. Please see
the Code of Ethics on issues regarding plagiarism. Any idea,
paraphrase, or direct quote originating from a source other than you
MUST be cited. Consequences for plagiarism can include a zero for the
assignment as well as up to expulsion from Indiana University. Please
take this matter as well as any other academic misconduct seriously. I
am obligated to report any allegations of academic misconduct. It is
your responsibility to familiarize yourself with these policies as
soon as possible to protect yourself and the integrity of the
2.  Students must have a grade of C or better in order for the course
to count in their program.
3.  Incompletes are only given in the case of legitimate circumstances
(See Undergraduate Bulletin and/or Schedule of Classes for policy).