Education | Educational Psychology
P255 | 5377 | Angela Fontanini

* Ormrod, J.E. (2000).  Educational Psychology:  Developing Learners,
(3rd ed.)
* Course packet available at Collegiate Copies, 3rd Street & Swain

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.

This course surveys the major theories in educational psychology and
will introduce you to basic psychological principles as they apply to
development, learning, and teaching.  The course components are
designed to provide you with an understanding of the balance and
relationship between theoretical perspectives and practical classroom
management techniques and approaches.  It will introduce you to the
major concepts, theories, and issues in the study of student learning
and development and will help you understand a variety of
instructional, motivational, and classroom management techniques.
Topics to be covered include theories of development and learning,
student diversity, classroom management, motivation, and assessment of
student learning.

The primary goal of this course is to assist you, a future educator,
in understanding and learning how to incorporate principles of
educational psychology into your professional repertoire.  I hope to
create an open and adaptable classroom environment in which students
are comfortable participating in classroom discussions and sharing
ideas and experiences.  Additional objectives that we will be
dedicated to as current and future educators include:
* Development of professionalism and recognition of your personal
"voice" as an educator
* Understanding of development, learning, instruction, and assessment
as described by different theoretical perspectives
* Recognition and appreciation of the diversity of learners and their
families and the implications for teaching and learning
* Ability to apply principles of educational psychology to classroom
situations, thus creating an effective learning environment that is
responsive to all learners.

1. Class Participation (10% of final grade, 50 points)
Each student is responsible for actively participating in class, and
students are expected to complete assigned readings and activities
PRIOR to each class period.  Every class is constructed to clarify
your assigned readings and to extend them through practical
applications and examples.  All activities and discussions will be
based on the assumption that you have completed the readings and are
adequately prepared for class.  You are responsible for all class
content (e.g., reading assignments, instructions, schedule changes,
changes in due dates) whether or not you are present.  I recommend
contacting one of your P255 Pals whenever you miss a class!  Please
also review the participation policy specified below.

2. Case Studies (2)- (30% of final grade, 75 points each)  Due 2/11/02
& 4/08/02
You are required to complete two case studies which are designed to
help you apply concepts and theories from the text and classroom
discussions to a specific classroom situation.  The case studies are
take-home assignments and will be distributed to students at least one
week prior to the scheduled due dates.  You may work in pairs or small
groups to review and discuss the case studies, but each student is
required to submit an INDIVIDUAL written response to the case study
questions that reflects his or her own summary of the issues
presented.  Your papers must be typed, double-spaced, and carefully
proofread.  Use the "Grading Criteria for Written Work" included in
your course packet to review your work.

3. Midterm Exam (20% of final grade, 100 points)  3/06/02
The midterm exam will consist of multiple choice and short answer
questions and one essay question.  You will be given a list of study
questions in advance; exam questions will be taken directly from these
study questions.  The class period before the midterm will be reserved
for a midterm review session.

4. Philosophy of Teaching Paper (20% of final grade, 100 points)  Due
This is a comprehensive, 4-6 page paper in which you will reflect on
the theoretical knowledge you have acquired this semester.  For
further details on this paper, please see your course packet.

5. Final Exam (20% of final grade, 100 points)  Week of 4/29/02
The final exam will only cover content presented after the midterm
exam.  It will consist of multiple choice, short answer, and essay
questions, and will held on the date and time of the scheduled final.

Grades are calculated based on total points earned.

Classroom Participation  10%  50 points
Case Study #1  15%  75 points
Midterm Exam	  20%  100 points
Case Study #2  15%  75 points
Philosophy of Teaching Paper  20%  100 points
Final Exam  20%  100 points
Total  100%  500 points

A+ (485-500)
A   (465-484)
A- (450-464)
B+ (435-449)
B   (415-434)
B- (400-414)
C+ (385-399)
C  (365-384)
C- (350-364)
D+ (335-349)
D   (315-334)
D- (300-314)

A  Outstanding performance; excellent command of course content
B  Good performance; solid work; good command of course content
C  Satisfactory performance; average command of course content
D  Marginal performance; below average command of course content
F  Unsatisfactory performance

1. Participation
Regular participation is required and essential for achieving course
objectives.  Classes will begin at the scheduled time, so please be on
time.  Students have the opportunity to earn daily participation
points that will contribute to their overall participation grade.  Its
difficult to participate in class if you're not there, right?
Students are allowed a maximum of three absences (for any reason:
illness, transportation problems, just needed a break, etc.) during
the semester.  There are no excused or unexcused absences in this
regard and you need not contact me with an explanation for your
absence.  Accumulation of more than three absences will adversely
affect your participation grade.  If, during the semester, you
experience any ongoing circumstances or emergencies that affect your
attendance, please contact me and make me aware of these

2. Missed/Late Assignments
Assignments are collected at the beginning of the class period on
which they are due.  Late assignments will be lowered 1/3 of a letter
grade for each day they are late (e.g., a paper that would have
received a grade of B but was turned in after the beginning of class
will receive a B-, the next day a C+).  Missing the midterm exam will
result in a zero unless the student has official, written
documentation of an extraordinary circumstance or has made
arrangements with me well in advance of the exam.  If you are turning
in a written assignment after the class period when it is due, please
take your assignment to the Counseling and Educational Psychology
department on the 4th floor of the Education Building and have a
secretary date and sign the paper before placing it in my mailbox
(Hours:  M-F 9:00 a.m.-4:45 p.m.).  If it is not signed and dated by a
department secretary, I will count it as turned in on the day I see it
in my mailbox, so I encourage you to take the time to get the

3. Respect and Professionalism
I hope that, as a group, we can create an accepting, respectful
classroom in which students are able to discuss varied perspectives on
often-controversial educational issues.  It is vitally important,
therefore, that students approach course topics, discussions, and
assignments in a professional manner.  Student behavior (words and
actions) that adversely affects the learning or safety of other
students is not acceptable in this classroom.  Discrimination and/or
harassment for any reason (including, but not limited to, gender,
race, sexual orientation, religion, ethnicity, language of origin,
difference of opinion, or disability) will not be tolerated.

4. Academic Dishonesty
Issues of cheating and plagiarism are detailed in the Code of Student
Rights, Responsibilities, and Conduct.  You will receive zero points
for any assignment, exam, or presentation that involves any form of
academic dishonesty.

5. E-Mail
You are required to have an active student e-mail account that you
will need to check daily to receive messages related to the course.

6. Syllabus Changes
As the instructor of this course, I reserve the right to make changes
to the syllabus as needed.  I will inform each student of any changes
at the earliest date possible via e-mail and/or in class.

7. Cell Phones and Beepers
Turn them off in class!


M  01/07/02  Introduction & Course Orientation, Creating the Classroom

W  01/09/02  What is effective teaching? How is educational psychology
* Ormrod Ch. 1, pp.2-23
* "Voices from the Classroom" by David Flinders

M  01/14/02  Cognitive Development
* Ormrod, Ch. 2, pp.25-72

W  01/16/02  Cognitive Development (continued)
* "Inside the Teen Brain" by Shannon Brownlee

M  01/21/02  Martin Luther King, Jr. Day- No class

W  01/23/02  Personal Development
* Ormrod, Ch. 3, pp.74-88

M  01/28/02  Social Development
* Ormrod, Ch. 3, pp.89-96
* " "Musings in the Wake of Columbine:  What Can Schools Do?" by Mary
Anne Raywid and Libby Oshiyama

W  01/30/02  Moral and Prosocial Development
* Ormrod, Ch. 3, pp. 96-111
* "The Cheating Game" by Carolyn Kleiner and Mary Lord

M  02/04/02  Development, Culture, and Diversity
* Ormrod, Ch. 3, pp. 111-117
* "Inside the Crazy Culture of Kids Sports" by Andrew Ferguson

W  02/06/02  Development:  Focus on Adolescence
* "A Note on Social Promotion" by William Romey
* "Schools the Source of Rough Transitions" by Beth Azar
* "Yesterday's Precocious Puberty is Norm Today" by Jane E. Brody

M  02/11/02  Intelligence and Creativity
* Ormrod, Ch. 4, pp.118-136

W  02/13/02 Culture and Teacher Expectations
* Ormrod, Ch. 4, pp. 136-165
* ***CASE STUDY #1 DUE***

M  02/18/02  Students with Special Educational Needs
* Ormrod, Ch.5, pp.166-217

W  02/20/02  Special Education and Inclusion
* "Adapting Your Teaching to Any Learning Style" by David G. Ebeling

M  02/25/02  Assessment of Student Learning
* Ormrod, Ch. 16, pp. 632-683

W  02/27/02  Standardized Testing
* "Strategies for Dealing with High-Stakes State Tests" by Wendy
McCloskey and Nancy McMunn
* "Separate and Unequal" by Hansel Burley
* Pass out study questions for Midterm Exam

M  03/04/02  Angela's catch-up day, review for midterm

W  03/06/02  ***MIDTERM EXAM***


M  03/18/02  Cognitive Theories of Learning- Students as Information
* Ormrod, Ch. 6, pp.218-263

W  03/20/02  Cognitive Theories of Learning- Students as Constructors
of Knowledge
* Ormrod, Ch. 7, pp. 264-295

M  03/25/02  Behaviorist Theories of Learning
* Ormrod, Ch. 10, 394-432
* "Praise's Magic Reinforcement Ratio: Five to One Gets the Job Done"
by Stephen Ray Flora

W  03/27/02  Behaviorism with a Twist:  Social Cognitive Views of
* Ormrod, Ch. 11, pp. 434-469

M  04/01/02  Motivation
* Ormrod, Ch. 12, pp. 470-515

W	04/03/02	Instructional Strategies, Goals, and
* Ormrod, Ch. 13, pp. 516-565
* "Stretching Students' Minds" by Susan Black

M	04/08/02	Promoting Learning Through Student
* Ormrod, Ch. 14, pp. 566-595
* **CASE STUDY #2 DUE***

W	04/10/02	Classroom Management & Dealing with the Tough
* Ormrod, Ch. 15, pp. 596-631

M	04/15/02	Classroom Management and Discipline
* "Beyond the Dunce Cap" by Barry Raebeck
* "Reducing Students' Refusal and Resistance" by Hill M. Walker and
Robert Sylwester

W	04/17/02	Discipline with Dignity

M	04/22/02	Peer Harassment and Bullying
* "Boys Call Me Cow" by Charol Shakeshaft, Laurie Mandel, Yolanda M.
Johnson, Janice Sawyer, Mary Ann Hergenrother, & Ellen Barber

W  04/24/02  Angela's catch-up day, review for final, last day of

?Week of 04/29/02  Final Exam


Description and 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 microteaching
activities.  Other possibilities include videos and guest speakers.

M201 is graded as Pass/Fail.  In order to pass the course, you must
meet the following:
1. 20 hours in the field
2. Satisfactory rating by Cooperating Teacher
3. Reflective Journal on your observations and activities in the field
* Every week, I will give you a topic or observation to write about in
your journal.  Please complete these entries and bring them to class
so we can discuss your experiences.  The journals need not be in
book-type form or typed (although that would be nice!).  I will
collect journal entries each week at the end of lab.
4. Mircoteaching Assignment (please see details in course packet)
5. Participation in lab meetings and activities- MISSING MORE THAN 2


M 01/07/02  Orientation to Field Experience
M 01/14/02  Field Experience Office
M 01/21/02  No Class- Martin Luther King, Jr. Day
M 01/28/02  Field Placements Assigned
M 02/04/02  TBA
M 02/11/02  Microteaching- Pair 1 & Pair 2
M 02/18/02  Microteaching- Pair 3 & Pair 4
M 02/25/02  Microteaching- Pair 5 & Pair 6
M 03/04/02  Microteaching- Pair 7 & Pair 8
M 03/11/02  No Class- SPRING BREAK!
M 03/18/02  Microteaching- Pair 9 & Pair 10
M 03/25/02  Microteaching- Pair 11 & Pair 12
M 04/01/02  Microteaching- Pair 13 & Pair 14
M 04/08/02  Microteaching- Pair 15 & Pair 16
M 04/15/02  Microteaching- Pair 17 & Pair 18
M 04/22/02  Wrap-Up of Field Experience
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