Education | Web Based Educational Psychology
P251 | 5297 | Michael Evans

Required Text and Online Tools & Resources
The following text will be used for our primary readings in this
course:	Ormrod, J.E. (2000). Educational Psychology: Developing
Learners, 3rd ed. Columbus, OH: Merrill. ISBN 0-13-090843-6For those
students not in the Bloomington area, the TIS Bookstore can arrange to
send the text to you. They have a toll-free phone number especially
for distance learning students: 1-800-238-1229. You can also email
them at readings will be made
available online in OnCourse. Check the Schedule to see if there are
suggested readings for a particular week.We will also use the
following online tools and resources to apply what we've read in the
text:	OnCourse ( Learning
Forum (
Learning Outcomes for the Course
Here are the things I'd like for you to take away from this class: A
revised framework for observing and interpreting what you see out in
the field. A knowledge and understanding of principles and theories
that will allow you to talk intelligently with colleagues. The skills
to analyze situations you encounter in your practice. An understanding
of the resources available to you to act on your analyses and
decisions. An ability to locate and use information resources, both
paper-based and digital

What This Course Is All About-Purposes & Goals
Teaching is a complex endeavor that requires both a store of knowledge
and a creative skill to handle unique situations. Besides focusing on
instruction and learning, the teacher must also take into onsideration
social and ethical matters as well. Thus, a primary purpose of this
course is to help you determine whether a career in teaching is right
for you. To help you make this decision, I (along with a lot of help
from colleagues) have collected resources, and arranged activities and
experiences that will expose you to the concepts, principles, and
theories of Educational Psychology and actual practices in the field.
That is, I feel you will better be able to make an informed decision
about your future in teaching if you are provided the right tools,
shown how to use these tools, and given the opportunity to test them
in the class and in the field. In essence, I'm asking you to develop a
psychological framework that permits you to integrate what you already
know and have experienced with what you learn in this course.
The framework will then be used as a starting point for analyzing what
you encounter within the course, deciding how to take action on what
you've read and observed, and critiquing that action for further
refinement of your framework. All of this is going to be undertaken
with the idea that your goals are to be successful, innovative
teachers who enjoy their work.  The instructional goals of this course
then are meant to assist you with the following: Determining whether a
career in teaching is a realistic goal and desired endeavor;
Developing a sophisticated psychological framework constructed from
concepts, principles, and theories in Educational Psychology, your
prior knowledge, experience, values, and beliefs, and dialogue with
peers, professionals, and experts; Applying the framework to complex
situations to organize and analyze observations, then decide the best
course(s) of action while attending to relevant sociocultural features
and potential ethical implications; Developing a sophisticated
understanding of teaching in which you consistently critique and
refine your framework and realize that your knowledge and practice
will be probabilistic at best.

Your Responsibilities as a Student
Attendance and Participation:  Although we will conduct the majority
of our class online, there will be four scheduled face-to-face
meetings (two orientation sessions, one mid-term check-up, and the
final class session) that you will be required to attend. Since we
won't be meeting very often in person, your participation and
contribution to class activities is critical to your learning and
final grade. It is your responsibility to notify your instructor and
classmates when either your attendance to or participation in class
activities will be inhibited. Preparation: As you will find out as the
class progresses, taking an online course requires a great deal of
discipline and self-motivation. So, my suggestion is that you do your
best to prepare for each week of classes by having your readings
completed by the Monday of each week. Submitting Class Assignments:
Assignments are to be turned in on the scheduled dates and times. For
most of the class, these dates and times will be Sundays by midnight
(Bloomington time). Late assignments will be penalized one-half grade
for each day late. When you are ready to turn in your work, please
identify it by including your name, Social Security Number, and the
name of the particular assignment.  By the way, it is a very good idea
to make a back up copy of all your work. Midterm Check-Up:  Each
student will schedule an individual, face-to face 15-minute interview
with me to take place between February 25th-March 8th. In the meeting,
I want to hear your comments and concerns about, and suggestions for
improvement of the class. If it turns out that 15 minutes is not
enough time to cover the topics you wish to address, we can schedule a
longer meeting on another day. Besides our informal talk, I will ask
you to complete a formal mid-term course evaluation to complete. This
is a chance for you to evaluate how I am doing. Here is the URL to the
online evaluation of this course: Make sure to keep copies of
EVERYTHING you submit to the Field Placement Office and all documents
received from your sponsoring teacher.  Also, include a copy of your
hours log.  Place copies of all these documents in your portfolio. A
Note on Thoughtful Contributions to Online Discussions and Activities:
Along the lines of online discussions and activities, your
participation in this course goes beyond the frequency or length of
your posts. The degree of thoughtfulness, engagement, and
sophistication of your postings will be an important factor as well.
To give you an idea what I mean by 'thoughtfulness' and
'sophistication', consider the scenarios that follow:Alan "OK"
student: Alan posts to the forum quite often. In fact, he has posted
more times to the forum than any other person in the class. However,
his postings are typically quite brief and include phrases such as:
"good job!" "sounds good to me" and "I agree." Because Alan is doing
no more than trying to log in as many posts as possible without being
thoughtful of or attentive to the content of his classmates posts, he
will not receive full credit for participation.Thelma "Summary"
Student: Thelma is a good student but often doesn't take the time to
think critically about the issues that are being discussed in the
forum. Her postings in the forum tend to be quite long, usually merely
summarizing ideas that have already been contributed to the discussion
but without adding new insight. In fact, her postings rarely contain
any new ideas; most students will probably just skim her
contributions, rarely making comments on or responses to her postings.
Because Thelma's posts don't engage classmates, she will receive ¾
credit for participation. Anne "A" Student: Anne contributes
frequently to the course discussion. It is obvious that she has
carefully thought about the issues that are being discussed. Her
comments to others postings provide a good critique of their ideas and
often take the discussion to the next level by sharing her own
perspective. Anne incorporates creative, analytical, and
practical-thinking skills into her discussion postings. She also is
careful not to make blanket generalizations and often uses citations
from the literature to back up and support her ideas. Thus, because
Anne's posts are often (but not always, mind you) thoughtful,
engaging, and sophisticated she will receive full credit for
participation. Because of the nature of this course, you must
contribute weekly (sometimes daily) to the course and keep up with the
assignments to complete the course successfully. In a nutshell, you
should balance frequency, length, and quality of your participation so
that you, first, are able to contribute as best you can to the course
overall, and, second, don't get so burnt-out or frustrated at some
point that you feel like abandoning it all. Netiquette: Proper conduct
and respect for the contributions of others is an important part of
our course. Subsequently, you will be required to review the
guidelines provided by the IU School of Education on netiquette at
Assessment of Your Performance

Your final grade for this course will be assigned based upon how you
perform on the following activities and assignments:·	Weekly
discussion facilitation·
Small-group projects (2)
Small-group project self-assessments (2)
Perspective on Teaching and LearningWeekly Discussions: These
discussions will revolve around questions that you or I raise in
regard to particular chapters in your text and additional assigned
readings. The purpose of these discussions will be to help you develop
your understanding of the concepts, principles, and theories
introduced in the text and, most importantly, to articulate your
emerging framework. We will discuss the readings and field experiences
weekly using an electronic conferencing tool called OnCourse. For each
unit, there will be two Discussion Facilitators who begin and
facilitate the discussion during the week. The other students will
take the roles of Participants.
Discussion Facilitators:  Facilitators share the responsibility and
benefits of supporting the weekly discussion for the rest of the group
members and for creating Weekly Chapter Activities (see details
below). The Facilitators are responsible for getting the discussion
going by posting the starts by 9:00am Monday morning (Bloomington
time). Moreover, you must ensure that all key points presented in the
chapter are addressed during the discussion week. Facilitators remain
involved in the discussion on a daily basis by responding to
submissions made by Participants and by connecting, synthesizing,
interrelating, and linking these posts to ideas gleaned from readings,
field placements, and individual experiences. As you can see, the
Facilitator's role is both demanding and essential. To help you out as
Facilitator then, chapters of the Instructor's Manual are on reserve
in the SOE library to assist you. Also, Facilitators may ask me for
help in formulating starts. In essence, as Facilitator, you are
expected to create thought provoking questions that draw the material
into the discussions, answer participant questions, and keep the
discussions rolling as well as on-track.
Discussion Participants:  As a Discussion Participant, your
responsibility is to connect, synthesize, interrelate, and even
dispute ideas assembled from readings, your field placement, and
individual experience. Although I want you to be responsive to and
supportive of Facilitators positions, it does not mean that you cannot
challenge what they post. The best way to participate is to be
prepared by covering the readings assigned for a particular week. Of
course, you are permitted, and encouraged, to bring in resources that
you have located or encountered on your own.Small-Group Project #
1-Behavior Management Plan: The foundation of this activity will come
from weeks 3-7 of the course dealing with Classroom Environment,
Behaviorist Views of Learning, Cognitive and Linguistic Development,
Personal, Social, and Moral Development, and Individual and Group
Differences. The basic components of the plan will be as follows:1.	
Description of the specific case and the disruptive incidents or
behavior 2. Means to obtain commitment of teacher and students to plan
3. Clearly defined expectations and rules 4. Consequences of
rule-breaking and procedures for correction 5. Instructional component
for teaching self-control and social skills 6. Support plan for
chronic, challenging behaviors The above components have been derived
from p. 2 of a supplemental article, School-Wide Behavioral Management
Systems, available for your reference. Use this article to help you
with your assignment.Small-Group Project #2-Lesson Plan: The
foundation of this activity will come from weeks 9-14 of the course
dealing with Instructional Strategies & Assessing Student Learning,
Social Cognitive View of Learning, Learning and Cognitive Processes,
Knowledge Construction, and Higher-Level Thinking Skills, and Learning
in the Content Areas. The plan itself should be constructed in a way
that a substitute teacher could understand and implement successfully
what you have articulated. The things I'll be looking for in the plans
are as follows:
Description of the classroom environment and climate
Relevancy to the classroom you've chosen
Identification of goals and objectives·	Description of procedures with
One quantitative/paper-pencil and one qualitative/performance form of
Attempt to address the following issues of assessment: reliability,
standardization, validity, practicality, appropriateness, and
individual differences·	Contingency plan, in case things don't go as
plannedSmall-Group Project Self Assessments: Basically, you are to
give yourself and each member of your group a grade from 1 (Excellent)
to 5 (Unsatisfactory) based on participation and contribution. Also, I
want you to write a paragraph to justify, through reasoning and
examples, each of the grades.Perspective on Teaching and Learning: In
my mind, this is the most critical deliverable in the course at it
should reflect your learning and development over the course of the
semester. Additionally, it should convey your emerging psychological
framework as it stands at the end of the semester.In general, I'd like
you to address your thinking and understanding of the four large areas
addressed in this course: Learning, Development & Diversity,
Instruction, and Assessment. In essence, drawing from your personal
experience, what you've read in the text, and what you've seen in the
field, I want you to articulate your stance on the four major issues
and how this stance has developed over the semester. To conclude, I'd
like to hear how your thoughts have changed about your choice to be a
teacher and how you might change things are continue as they are.
Grading Procedure
Overall, your deliverables will be assessed using the following
Discussion Facilitation: Facilitation evaluation will be based upon
quality of discussion led. This quality will be affected by the
promptness of your submissions, how often you post, the way that you
analyze, synthesize and incorporate information, and how
constructively critical and creative you are.
Small-Group Projects: Project evaluation will be based on the quality
of the paper submitted as indicated by adherence to the outline above.
The project should include specific topical points, be well written,
logical, and demonstrate understanding of the integrated nature of the
relevant course material. Careful editing and citation of sources is a
Small-group project assessments: Self-evaluating
Perspective on Teaching and Learning: Report evaluation will be based
on the quality of the paper submitted as indicated by adherence to the
outline above. The report should demonstrate your ability to describe
the development of your perspective since the beginning of the course.
Additionally, it should be well written, logical, and demonstrate
understanding of the integrated nature of the course material thus
far. Again, carefully edit your work and cite your sources.Your grades
will be distributed across assignments as follows:
Weekly Discussion Facilitation	20%
Group Project Self-assessments (2) 10%
Group Project #1 15%	
Perspective on Teaching & Learning 25%
Group Project #2 30%		
The scores to obtain a particular grade are as follows:
A+ 97-100
A 94-96
A- 90-93
B+ 87-89
B 84-86
B- 80-83
C 74-76
C- 70-73
D 60-69
F59 and below
Letter grades indicate the following levels of performance:
A-Outstanding performance; excellent command of the course content;
B-Good, solid work; good command of the course content
C-Met minimum requirements; satisfactory performance; average command
of course contentD-Marginal: below average command of course content;
minimally acceptable performanceF-Unsatisfactory performance;
inadequate knowledge of the course content

M101/201: Field Experience & Lab
Course Description/Purpose: The focus of the lab work will be on
integrating the P251/4/5 course work with field experiences. It is a
way for you to apply the concepts and principles we've read and
discussed about in class to what you experience 'out in the
Requirements: For these two credits (pass/fail) you must complete 20
hours in the field and submit 10 observations.Field Experiences: Since
the field experience activities are coordinated by the field placement
office, any questions regarding what to expect, what to wear, who to
report to, and how to turn in attendance forms should be directed to
Joanna Evans (, located in the SOE Rm. 1020.  A
representative from this office will meet with us during our
orientation session to answer questions.
Guided Field Observations: These 1-2 page reports provide you with an
opportunity to integrate course content with the field placement
experience.  Ideally, your reports will reflect the topic we are
discussing in class that week, what you experience in the field, and
your evolving understanding about what teaching and learning are all
about. To help you, I suggest that you use questions, concepts,
principles, and theories from our text to direct your focus.
The 10 reports should deal with the following general topics:
1. Expectations and apprehensions;
2. Visit One;
3. Visit Two;
4. Visit Three;
5. Visit Four;
6. Visit Five;
7. Visit Six;
8. Visit Seven
9. Recurrent themes throughout the visits;
10. Implications of placement for future study & practice.

Schedule of Topics (by Week)
Below is the schedule of lessons for each week of this course.Week	
Dates/Focus (Chapters) Activities/Deliverables (Due date)

1  01/07-01/13	Intro to the Course-Purposes, Goals, Format,
Materials, Tools, & Outcomes First face-to-face class meeting	Draft
of 'Letter of Introduction' (Due: 01.13.02)

2  01/14-01/20	Educational Psychology and Teacher Decision Making
(Chapt 1, Appendix A) Second face-to-face class meeting	Final version
of 'Letter of Introduction' (Due: 01.19.02)

3 01/21-01/27 Classroom Environment (Chapt 15)	Begin online
discussions in OnCourse; discuss Small-Group Project #1	Draft of
Perspective on Teaching and Learning (Due: 01.27.02)

4 01/28-02/03 Behaviorist Views of Learning (Chapt 10)	Online
discussions; project work Guided field observation #1 (Due: 02.03.02)

5 02/04-02/10 Cognitive and Linguistic Development (Chapt 2)Online
discussions; project work Guided field observation #2 (Due: 02.10.02)

6 02/11-02/17 Personal, Social, and Moral Development (Chapt 3)	Online
discussions; project work Guided field observation #3 (Due: 02.17.02)

7 02/18-02/24 Individual and Group Differences (Chapt 4)Online
discussions; project work Guided field observation #4 (Due: 02.24.02)

8 02/25-03/03 Midterm Week Individual midterm face-to-face meetings	
Small-Group Project #1 (Due 03.03.02)

9 03/04-03/10 Instructional Strategies & Assessing Student Learning
(Chapts 13 & 15) Individual midterm face-to-face meetings; discuss
Small-Group Project # 2	Guided field observation #5 (Due: 03.10.02)

SPRING BREAK (03/11-03/17)

10 03/18-03/24 Social Cognitive Views of Learning (Chapt 11) Online
discussions; project work Guided field observation #6 (Due: 03.24.02)

11 03/25-03-31 Learning and Cognitive Processes (Chapt 6) Online
discussions; project work Guided field observation #7 (Due: 03.31.02)

12 04/01-04/07 Knowledge Construction (Chapt 7)	Online discussions;
project work Guided field observation #8 (Due: 04.07.02)

13 04/08-04/14 Higher-Level Thinking Skills (Chapt 8) Online
discussions; project work Guided field observation #9 (Due: 04.14.02)

14 04/15-04/21 Learning in the Content Areas (Chapt 9) Online
discussions; project work Guided field observation #10 (Due: 04.21.02)

15 04/22-04/28 Course Wrap-Up (i.e., the 'Big Wrapper')	Final
face-to-face class meeting (tentative)	Small-Group Project #2 (Due

16 04/29-05/03 Finals Week Final draft of Perspective paper (Due