Education | Educational Psychology for Middle/Secodary Teachers
P255 | 5381 | Kenin Krieger


REQUIRED READING
1.  Textbook: Ormrod, J. E. (2000). Educational Psychology: Developing
Learners. (3rd ed.).Upper Saddle River, NJ: Prentice Hall.

2. Course Packet: Available at TIS ONLY.

M201 Course Meeting Place: http://oncourse.indiana.edu (beginning the
3rd week of class). The first 2 labs are mandatory for field
placements.

OVERVIEW
The primary purpose of this course is to expand your understanding and
knowledge about educational psychology and its role in the classroom.
In almost every educational experience both formally and informally,
psychology is involved in some way. As we address the various facets
of the literature, you will come to understand how and why educational
psychology is a part of each and every learning experience.

Through this course, you will survey the literature, which introduces
major concepts, theories and issues in the field, as they relate to
human learning and development. This information will help you in
formulating answers to such questions as-"How do students learn?" and
"How can I stimulate and further learning in my own classroom?" as
well as "What is teaching really like?" and "Do I really want to
become a teacher?"

The overarching goal of this class is to help prepare you as a teacher
and professional. The concepts that we will cover in this class will
be tied to the classroom so that you may enhance as well as cultivate
your knowledge and skill base for future use in your own classroom and
professional life. I also hope to encourage and foster your own
personal development, as you undertake one of the most important roles
in our society-that of an educator.

COURSE OBJECTIVES
1.  To develop professionalism as an educator.
2.  To gain an understanding of theories, concepts and ideas in
educational psychology.
3.  To apply these theories in your personal and professional life.
4.  To gain a solid foundation of knowledge in student development and
diversity as well as learning and understanding the instructional
process.

COURSE REQUIREMENTS AND EXPECTATIONS
Participation and Attendance
Participation is required for this course and is part of your grade.
You will be assigned weekly participation points depending on your
level of participation. It goes as follows:
95: attend and participate in class, post in lab
85: attend and participate in class, no lab
75: lab, no class
0: no lab, no class
*You may also be assigned a number in between depending on your
participation and postings in class and lab.
*The average of these weekly scores will be figured, and I will add,
or not add, 5 full percentage points at the end of the semester based
on your OVERALL performance. If you have a 93% and have done well
overall (not missed more than 1-2 weeks) that will become a 98%. You
are allowed 3 unexcused absences this semester, but you must email me
so that I can adjust your grade. You are responsible for the assigned
readings PRIOR TO the dates that they are covered in class. So, please
be prepared and ready to participate in the learning process. The
course grade book can be found in Oncourse. *See lab syllabus for more
information on facilitator/wrapper roles and the lab outline.

Netiquette
This is an important part of our course. You are required to read the
guidelines provided by the IU School of Education on netiquette at
http://www.education.Indiana.edu/%7Eicy/netiquette.html

Missed/Late Assignments
All written work assignments are due by the date listed on the
syllabus. Any assignment that is not turned in will be lowered 10% for
every 2 days that it is late. Class assignments that are not turned in
will be counted as a zero unless the student has official
documentation about the extraordinary circumstances that prevented the
student from completing the assignment on time.

Academic Dishonestly
You are required to read and adhere to the Indiana University Code of
Student Ethics policy on academic dishonestly and plagiarism.

Syllabus Changes
As the instructor of this course, I reserve the right to make changes
to the syllabus as needed. I will inform students of these changes at
the earliest possible date.


EVALUATION
A-Outstanding performance; excellent command of the course content;
creative
B-Good, solid work; good command of the course content
C-Met minimum requirements; satisfactory performance; average command
of course content
D-Marginal: below average command of course content; minimally
acceptable performance
F-Unsatisfactory performance; inadequate knowledge of the course
content	
	
ASSIGNMENTS								
Breakdown	
Class	

Participation 	15%
Hot Topic Paper	10%
Class Presentation 10%
Peer evaluation	5%
Exams (10% each)20%
Interview with a teacher 10%
Community Fair Presentation 5%
Final Experience 15%
Reflection Paper 10%

Lab

Resume/Curriculum Vitae (M201) P/F

2 Observations of the Classroom (M201)P/F

Journals (M201)								
P/F

Grade Breakdown
100-98% A+				
97-93% A			
92-90% A-	
89-88% B+
87-83% B
82-80% B-
79-78% C+
77-73% C
72-70% C-
69-68% D+
67-63% D
62-60% D-
59%-below F

All assignments in both the lab and classroom sections of this course
are to be typed, using 12-font and double-spaced. They should be proof
read and grammatically correct. Your name or ID number should ONLY
appear on the LAST page of ANY and ALL assignments. This ensures some
degree of objectivity in the grading process.
Hot Topic
For this assignment, each group will prepare a 4-6 page paper on the
pros and cons of a hot topic that is decided upon by the group,
present their topic to the class, and submit peer evaluations at the
end of the assignment.

Ideas for hot topics are listed below. This paper should follow some
type of writing style (APA, MLA, etc.) and is required to have at
least 3 creditable (journals, periodicals, books, etc.) sources listed
in the reference section of the paper. It should have the following
sections, centered, in bold in the paper: Introduction of the Topic,
Pros and Cons, Conclusion, References (separate, final page). I will
use the grading rubric for the paper that is in your course packet.
This paper will be graded on a 100-point scale.

The group will then prepare a presentation of their topic (pros and
cons). Full credit will be awarded to those groups who thoughtfully
prepare and involve the class in the presentation. Your paper is due
the same day that you present. The presentation will be graded on a
50-point scale, and a rubric will be provided for you via email. The
group will also evaluate themselves and each other's participation in
this group activity through the use of a peer evaluation form that
will be provided to you via email. Each member will be evaluated on
his or her participation in the paper and presentation portions of the
assignment. You will also need to assess your own participation as
well.
You will need to delegate the responsibility equally in order to
receive full credit on your peer evaluations. Once your group has
chosen a topic, please let me know because only one group may cover
any given topic. Therefore, once a topic has been taken, it will be
removed from the possible list (first come first served). Possible
topics include but are not limited to the following:

Voucher Programs
Charter Schools
Inclusion
Classroom Management	
Parent-Teacher Conferences
Bilingual Education
Teaching Styles
School Violence
Rewards/Punishments
Working with Families		
At-risk Students
Tracking
(drop out, truancy, etc.)
Disabilities		
Teaching Styles (lecture vs. student centered learning)

Interview with a Teacher
Please find a teacher that is currently teaching the grade that you
are interested in teaching and interview him and her about their
current job. You may want to contact a school and speak with a teacher
in order to set up an interview time with him or her. This is a great
way to meet teachers and possibly make connections now at places that
you are interested in working in the future. This will be graded on a
50-point scale. Please cover the following areas in your interview
write up as well as any areas that are of interest to you: occupation,
name of school, number of years working at that school/grade level;
educational background; relevant experiences; advice for you. Your
write up should follow the guidelines that are included in bold above.
This assignment will be 1-2 pages. On the date that it is due, please
bring a copy of your interview (1 page) about your teacher for the
class. Include things that would be interesting to know as future
teachers.

Community Fair
You will sign up for a community resource that is of interest to you
during the 2nd week of class. Each member of your group will go and
find out about that resource and present what you found to the class
during our fair week. I will hand out a list of things that you should
find out and present to us. This will be very informal, as all groups
will report in a discussion circle. Both the discussion and outline
should be complete.

Final Experience
This is our final in this course. I will discuss it in detail, as it
gets closer. Briefly, each person will take part in a mock interview
for a hypothetical teaching job. This group interview format will
involve asking and answering interview questions, resume preparation
and evaluation of your interviewing skills. We will prepare for this
in class and some outside preparation will be needed as well. 5% of
the grade will be based on a complete resume, and 10% will be based on
the evaluation forms.

Reflection Report
This will be a 3 to 4 page assignment. It is designed to help you
become a reflective thinker about yourself, your views, and your role
as an educator. You may answer some of the following questions for
this assignment: What do you consider to be the necessary aspects of
excellent teaching? What qualities are important for a teacher?
Utilize what you have learned throughout the semester as support for
your answers to these questions. You may include references. The
following subject headings may be included in your report (the same
format as your hot topic paper, but chose headings that apply to you;
or you may create your own): Introduction, Thoughts and Feelings about
Teaching, Personal Qualities, How I can Use What I Have Learned, Great
Teaching: What Does it Take?, Conclusion. You may also wish to include
your own personal strengths and weaknesses as you see them now in
relation to how you answer the above stated questions. If you think
you need to have empathy to be a good teacher, is that a strength that
you possess? How? This paper is an opportunity for you to think about
yourself in relation to a) what you have learned about teaching this
semester and b) what you believe a good teacher to be like. Spend some
time developing your own personal view on teaching and being a
teacher. This will be assessed on a 100-point scale, which follows the
writing rubric in your course packet.

LAB DESCRIPTION-M201
***Lab meets Monday-Thursday; 2-3 postings are due Thursday by 8am.
M101/M202 Course Meeting Place: http://oncourse.indiana.edu
**A complete description of this aspect of the course can be found at
our meeting place. You will find a break down of the Units and
postings/discussions in detail.

Course Requirements
Class Participation
Field Experience-Satisfactory review and hours
Resume/Curriculum Vitae
Journals
Introduction Letter
Observations (2)

M201 Grading Scale
Each assignment will be grading on the following scale:
Pass-A or B work
Fail-anything lower than A or B work

Discussions in Lab
We will have lab discussions on Oncourse in your M201 section. Always
attempt to comment on the applicability of the theories and readings
that we are covering in class to your field experiences in the
classroom. It will be very useful for you to begin to see how what you
are learning applies to everyday teaching situations.

Resume/Curriculum Vitae
You will construct a resume or vitae, which should include your
experiences up to this point. We will cover what a good resume or
vitae should look like prior to the due date. Please bring your resume
to the "final experience." My vitae and a sample resume can be found
on homepage http://php.indiana.edu/~kekriege.

Journals (M201)
According to Snowman and Biehler (1999, p. 15), "Reflective teachers
are constantly engaged in thoughtful observation and analysis of their
actions in the classroom before, during, and after interactions with
their students." Please reflect upon your field experience in 1 to 2
pages for this assignment in addition to your journal entries. This
may include class discussions, personal thoughts, etc. from the entire
semester. You should include ALL log entries/observation reflections
that you made during the semester-one for each field placement visit.

Observations (M201)
This assignment involves two observations, 2 to 3-pages each that you
will make in the classroom that you are assigned to in the beginning
of the semester. They will be due during the semester as part of your
lab grade. You may observe and write about any interaction that you
witness between the teacher and a student or the teacher and the
entire class. For instance, you may want to select an incident that
occurs in the classroom either positive or negative. Please have an
observation and inference section of your paper and keep them
separate. Stick to just recording what you witness about the
student'(s) cognitive, emotional, social and physical makeup during
the interaction, and then also include the inferences that you made
about the student(s) and teacher apart from just what you witnessed.
You can look at it as keeping the facts separate from your opinions.
You may include the following headings in your observations:
Introduction, Observations, Inferences, and Conclusion.

Date/Readings/Topics/Due Dates
1/8-Tuesday Chapter 1 Community Building	
1/10-Thursday Community Building	
1/10/02-Lab Meeting for Field Placement-Mandatory ED2010	
			
1/15-Tuesday Chapter 2 Meet in Computer lab-2010 Sign up for
groups-Hot Topic/Community Fair
1/17-Thursday/LAB Nash and Begley Development: The Brain Field
Placements Lab-ED 2010	Lab-after 1/17-Meet only Online
			
1/22-Tuesday Chapter 3 Development Participation Begins in Lab/Class;
Facilitators/wrapper in lab begin
1/24-Thursday Morose-answer questions; Flavell		
			
1/29-Tuesday Chapter 4 (and 5) Development	
1/31-Thursday Disabilities; gender differences sheet Student
Differences	
			
2/5-Tuesday Chapter 6 Learning	
2/7-Thursday Chapter 7 Knowledge 	
			
2/12-Tuesday Chapter 8 Review Day	
2/14-Thursday Chapter 9 Chapters 1-8-Exam /Exam #1
2/19-Tuesday Chapter 10 Behaviorism /Observation #1-Lab
2/21-Thursday Dweck /Behaviorism	
			
2/26-Tuesday Chapter 11 Social/Cognitive	
2/28-Thursday Chapter 12 Motivation	
			
3/5-Tuesday Chapter 13 Class Discussion /Teacher Interview-Copies
3/7-Thursday Chapter 14 Resume; Final Experience Discussion	
			
3/12-Tuesday Off		
3/14-Thursday Off		
3/19-Tuesday Chapter 15 Community Fair /Observation #2-Lab
3/21-Thursday Chapter 16 Community Fair	
			
3/26-Tuesday Questionnaire; Justen & Howerton /Review Day	
3/28-Thursday Chap. 9-16 Exam /Exam #2
			
4/2-Tuesday NONE Hot Topic 1 and 2	
4/4-Thursday Hot Topic 3 and 4	
			
4/9-Tuesday Hot Topics 5 and 6	
4/11-Thursday Hot Topic 7 /Prepare for Final
			
4/16-Tuesday Final Experience /Bring Resume
4/18-Thursday Final Experience	
4/23-Tuesday How Asian…Kelly; Newsweek; Bowman; Wrap up	Discussion	
4/25-Thursday Final Class /Activity /Reflection Paper; Journals
4/30-Tuesday Finals Week /No Final