Education | Educational Psychology for Elementary Teachers
P251 | 5309 | Briana Brecheisen


Required Materials:

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

Jackson, D. L., & Ormrod, J. E. (1998).  Case studies: Applying
educational psychology.  Upper Saddle River, NJ: Prentice Hall.

Course packet available at Mr. Copy.

Recommended Materials:

Ormrod, J. E. (2000).  Student study guide to accompany "Educational
psychology: Developing learners" (3rd ed.).  Upper Saddle River, NJ:
Prentice Hall.

Nissman, B. S. (2000).  Teacher-tested classroom management
strategies.  Upper Saddle River, NJ: Prentice Hall.

Abbeduto, L. (2002).  Taking sides: Clashing views on controversial
issues in educational psychology.  Guilford, CT: McGraw-Hill/Dushkin.

Course Description:
This course will examine the ways in which students learn and the ways
in which teachers can maximize student learning.  The lectures,
activities, assignments, labs, and field experiences are designed to
provide you with (1) an overview of theories and research in
educational psychology and (2) practical applications for teaching at
the elementary level.  Topics to be covered include the role of
educational psychology in schools, theories of learning and
development, and strategies for effective instruction, classroom
management, motivation, and assessing student learning.

Course Objectives:
The main objective of this course is to help you learn, understand,
and use educational psychology in your personal and professional
lives.  More specifically, this course is designed to help you:

·Gain a foundation of knowledge in human learning, development,
motivation, and assessment.

·Apply theories of learning and development to elementary level
classrooms.

·Develop the skills and professionalism necessary for good teaching.
For instance, this course strives to develop teachers who are
inquisitive, self-reflective, concerned, effective communicators,
critical thinkers, and life-long learners.

Course Format & Policies:

Daily Activities to Promote Understanding:  Points will be awarded for
daily activities.  If you are absent, you will miss points for that
day's activities.  If you have to miss a class, please email or call
me beforehand. Attendance at each course meeting is important to
promote understanding throughout the semester. Please be on time as it
is disruptive to your fellow students to walk in late.

Readings/Discussion:  You are responsible for the assigned readings
prior to the date the material is discussed in class.  Discussions,
activities, and assessments will be based on the assumption that you
have prepared for class by reading the assigned materials.  You will
be responsible for all assigned readings and for all material
discussed in class even if you are absent.

Late Papers & Assignments:  All written assignments must be submitted
on the due date!  Any item not submitted the day on which it is due
will be docked 5% for each day it is late.  Missed quizzes, tests, and
activities will be counted as zero unless, in extraordinary
circumstances, you have made arrangements with me in advance.

Syllabus Changes: Please note that I reserve the right to make changes
to the syllabus as necessary.  However, I will try to keep changes to
a minimum.  If changes need to be made, I will let you know ASAP.

Honor Code: You are responsible for abiding by all policies and
regulations regarding academic and personal conduct as stated in the
Code of Student Rights, Responsibilities, & Conduct, which can be
found at http://campuslife.indiana.edu/Code/.

Students with Disabilities:  If you have a visual, auditory, physical,
&/or learning disability, modifications and accommodations can be made
for you after you have contacted me and have presented documentation
indicating qualification for services from the Office of Disabled
Student Services.  Contact the Office of Disabled Student Services for
eligibility requirements.

Email accounts:  You are required to have an active e-mail account,
and to check your
e-mail at least twice a week to receive messages related to this
course.

Grading Procedures:
Your grade in this course will be based on your performance on a
variety of tasks:

Participation in Daily Activities (2 pts/day) 50
Quizzes (5 quizzes, 20 pts each) 100
Midterm Examination 100
Hot Topic Project 100
Philosophy Paper 50
TOTAL POSSIBLE POINTS 400

The maximum number of points available will be 400.  Grades will be
based on the total point accumulation as follows:

A+ = 388-400 (97-100%)
A = 372-387 (93-97%)
A- = 360-371 (90-92%)
B+ = 348-359 (87-89%)
B = 332-347 (83-86%)
B- = 320-331 (80-82%)
C+ = 308-319 (77-79%)
C = 292-307 (73-76%)
C- = 280-291 (70-72%)
D+ = 268-279 (67-69%)
D = 252-267 (63-66%)
D- = 240-251 (60-62%)
F = 239 (59%) & Below

Course Assignments/Requirements:

Daily Activities (2 points/day, 50 points total):  As the class is
based on a discussion/activity format, participation in daily
activities is very important.  Points will be awarded each day to
those who participate in such activities as discussions, small group
work, analyzing and applying video clips, etc.  Cases of lengthy
illness or other difficult circumstances that may impact activity
points will be considered on an individual basis.

Quizzes (5 quizzes, 20 points each; 100 pts total): Quizzes will be
given to assess the degree to which students understand the material
presented in the textbook and in-class activities.  The quizzes will
consist of multiple-choice and fill-in-the-blank questions.  Students'
lowest quiz score will be replaced with their highest quiz score.

Midterm Examination (100 points):  A midterm examination will be given
to assess the degree to which students understand how to apply the
material presented in the textbook and in-class activities to an
elementary classroom setting.  A list of possible essay questions will
be given to students one week before the in-class midterm exam.
Students can prepare answers to the questions, but will not be allowed
to use any materials when they take the exam.

Hot Topic Project (100 points):  Students will work in teams of
approximately 4 people to research and debate one side of a hot topic,
a current issue relevant to educational psychology.  The project
consists of three components.  Please see additional handout for more
information.

Final Paper (50 points):  You will write a paper of at least 5 pages
regarding your personal philosophy about teaching and learning.
Please see additional handout for more information.

Please note:  Put the last 4 digits of your social security number on
any paper, quiz, etc. you        hand in, rather than your name.

Schedule: Class Topics, Readings, & Assignments

UNIT 1: GETTING STARTED
DATE / TOPIC & TEXT CHAPTER / READINGS / ASSIGNMENTS
Mon, 1/7 Syllabus & Introductions		
Wed, 1/9 Understanding Student Diversity (4)Pgs 121-132,
158-163Reading 1, Case Study 14	
Mon, 1/14 Understanding Students with Special Educational Needs (5)	
Pgs 176-183Reading 2	
Wed, 1/16 Educational Psychology & Teacher Decision-Making (1)	
Chapter 1	
Mon, 1/21 MARTIN LUTHER KING JR DAY NO CLASS	

UNIT 2: STUDENT DEVELOPMENT
Wed, 1/23 Cognitive Development (2)Pgs 24-42, Case Study 3/QUIZ: UNIT
1
Mon, 1/28 Cognitive Development (2)Pgs 43-58	
Wed, 1/30 Personal & Social Development (3) Pgs 74-96, Reading 3	
Mon, 2/4 Sexual Identity & Moral Development (3)Pgs 96-117, Reading 4	
Wed, 2/6 Debate: Moral Education /QUIZ: UNIT 2

UNIT 3: STUDENT LEARNING
Mon, 2/11 Cognitive View of Learning (6) Pgs 224-263
Wed, 2/13 Knowledge Construction (7)Chapter 7	
Mon, 2/18 Behaviorist View of Learning (10)Pgs 394-405	
Wed, 2/20 Behaviorist View of Learning (10)Pgs 405-426, Reading 5	
QUIZ: CHPT 6, 7, 10
Mon, 2/25 Social-Cognitive View of Learning (11) Pgs 434-462	
Wed, 2/27 EXAMINATION
Mon, 3/4 Debate: Television Violence		

UNIT 4: INSIDE THE CLASSROOM
Wed, 3/6 Motivating Students (12) Pgs 470-487	
3/11-3/13 SPRING BREAK NO CLASS	
Mon, 3/18 Understanding Student Attributions (12) Pgs 495-515	
Wed, 3/20 Preparing for Instruction (13) Pgs 516-532	
Mon, 3/25 CATCH-UP DAY		
Wed, 3/27 Choosing Instructional Strategies (13) Pgs 532-565, Reading
3	
Mon, 4/1 Promoting Student Interaction (14) Chapter 14, Reading 6	
Wed, 4/3 Debate: Instruction & Learning Styles QUIZ: CHPT 12-14
Mon, 4/8 Creating the Classroom Environment (15) Pgs 596-612, Reading
7	
Wed, 4/10 Dealing with Misbehaviors (15) Pgs 612-631	
Mon, 4/15 Debate: Zero-Tolerance		
Wed, 4/17 Assessing Student Learning (16) Pgs 632-665, Reading 9	
Mon, 4/22 Summarizing Student Achievement (16)	Pgs 671-683 QUIZ: CHPT
15-16
Wed, 4/24 Catch up and wind down		

M101: Lab & Field Experience
Lab: Wednesday, 9:30 - 10:20am, EDUC 1002
Field Experience: Selected Mondays, 8:00am - 12:00pm, to be arranged

Course Description:
The laboratory and field experience components of this course are
designed to give you practical experience inside a classroom and the
opportunity to discuss and reflect on your experience.  The objective
of M101 is for you to merge theoretical principles and classroom
interactions in creating your own teaching style.

Grading Procedures:
M101 is graded as pass/fail.  To pass the course, you must meet the
following requirements:
·Acquisition of 21 hours in the field
·Attendance in labs (only 2 missed labs are allowed)
·A satisfactory rating of field performance by your cooperating
teacher
·Completion of 7 observation forms

Course Policies:
Your presence in an outside classroom means responsibility.  Because
your behavior influences the teacher's perception of you and of the
entire teacher education program at IU, you are expected to present
yourself in a favorable way by being prompt, professional, and
courteous.  Please remember that the teacher sets the rules in his/her
classroom and when he/she asks for something to happen, you need to be
a role model for the students.

Course Assignments/Requirements:
You are required to spend 30 minutes during each field experience
completing an observation/reflection form, which will be given to you
prior to each field experience.  You will need to submit these forms
to me at the lab meeting following each field experience.

Schedule:
Date: Topic: Readings:
1/9  Field Experience Orientation	
1/16 Library Orientation	
1/23 Building Confidence	
1/30 Field Experience Orientation	
2/6  Personal Development Case Studies 30 & 17
2/13 Scaffolding Case Studies 6 & 18
2/20 Assessing Prior Knowledge	
2/27 Behaviorism Case Studies 11, 12, & 16
3/6  Motivating Students	
3/13 SPRING BREAK	
3/20 Modeling Case Study 2
3/27 CATCH-UP DAY	
4/3  Promoting Student Interaction Case Study 39
4/10 Classroom Management Case Study 35
4/17 Communicating with Parents	Case Study 4 & Reading 8
4/24 Catch up and wind down	
**Topic dates will change when field experience dates are determined**