Education | Educational Psychology for Middle/Secondary Teachers
P255 | 8775 | Greg Machek


Required Text:
·Ormrod, J.E. (2000). Educational psychology: Developing learners,
(3rd Ed.).
·Further readings will be placed on reserve in the Education Library.

Course Description:
This course surveys the major theories in educational psychology. A
major objective is to provide you with an understanding of the balance
and relationship between theoretical perspectives and practical
classroom 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, instructional approaches, classroom management,
motivation, and assessment of student achievement.

Course Objectives:
·Attain a base of knowledge in human learning, development,
motivation, and assessment.
·To understand, identify, and apply (when possible) the above
theoretical perspectives in the elementary classroom.
·The development of professionalism and recognition of your personal
"voice" as an educator.

Course Format and Policies:
Participation and Attendance. Active participation in class is
expected. Participation can take many forms: Note-taking, attention to
class discussion, active participation in class activities and
discussions, and sharing observations from field experiences or past
school experiences. Points are given for your classroom participation.
Obviously, these points cannot be attained if you do not come to
class. It is also hard to make the case that you are actively
participating in the class if you have a habit of talking to your
neighbor while the teacher or another student is discussing something.
Please advise me in advance if you will not be able to attend class.

Reading/Discussions. You are responsible for the assigned readings
prior to the date they are covered in class. Discussions, activities,
and the assessments will be based on the assumption that you have
completed the readings and are prepared for class. You are responsible
for all class content, whether you are present or not.

Late Papers and Assignments. All written assignments are due on the
due date. Any item not turned in on time will be docked a full letter
grade for each day it is late. Missed exams, quizzes, or other
activities will be counted as zero unless there are extraordinary
circumstances, which must be documented in writing or you make
arrangements with me well in advance of the exam, presentation, paper,
etc.

Academic Dishonesty. Issues of cheating and plagiarism are detailed in
the Code of Student Rights, Responsibilities, and Conduct. IU
standards are provided for your reference at
http://campuslife.indiana.edu/Code/index.html. Please familiarize
yourself with these standards. At the least you will receive zero
points for any assignment, exam, presentation, etc. that involves any
form of academic dishonesty.

E-mail. You are required to have an active student email account that
you will need to check regularly (multiple times a week) to receive
messages related to the course.

Syllabus Changes. As the instructor, I reserve the right to make
changes to the syllabus as needed. In such a case, I will inform you
at the earliest opportunity.

Students with Disabilities. Students with visual, hearing, physical,
and/or learning disabilities, which may require modification of
curriculum, instruction, or assessment should contact the instructor.
Modifications and accommodations will be made after the student has
presented documentation indicating qualification for services from DSS
(Disabled Students Services). See the Handbook for Students with
Disabilities for eligibility requirements.

Grading:

Class Participation  30 points
Quizzes	50 points
Presentation/Debate 50 points
Philosophy of Teaching & Learning Paper	60 points
Midterm	70 points
Final Examination 90 points
Total Possible Points 350 points

A = 93% - 100% 324+ points
A- = 90% -92% 314+ points
B+ = 87% - 889% 303+ points
B = 83% - 86% 289+ points
B- = 80% - 82% 279+ points
C+ = 77% - 79% 268+ points
C = 73% - 76% 254+ points
C- = 70% - 72% 244+ points

Course Assignments:

Class Participation. Participation is an important part of this class.
The instructor will decide the 30 points for this. Points are given
for participation in all class and lab activities, as well as
out-of-class activities assigned by the instructor. Cases of lengthy
illness or other mitigating circumstances will be considered on an
individual basis.

Quizzes. Two quizzes will be given. They are to assess your short-term
progress in attaining the salient issues that the course is trying to
teach. They will be designed to give you an example of what to expect
to see on the midterm and final. They are also designed to help you
avoid the all too common problem of procrastination. I will drop your
lowest quiz score when computing final grade points.

Pop Quizzes. Will pop quizzes be given? I don't know, but the
possibility increases when your preparedness for class decreases.

Presentation/Debate. I will divide the class into eight groups. Each
group will be responsible for taking a side in one of four different
debate topics. The topics will be:

·Should standardized IQ tests be used to categorize students?
·Should children with special needs be included in the general
education environment? (Inclusion)
·Should schools adopt a constructivist approach to teaching?
·Can zero tolerance policies lead to safe schools?

Groups will meet outside of class and find at least four different
articles that support their side of the issue. Groups will learn the
topic thoroughly and, on the assigned day, present their side. After
the debate, participants should be prepared to answer questions from
their classmates. Each group is expected to hand in a reference list
of the articles that they used. Each group is also responsible for
handing in a 3-4 page summary of their side's argument. Please
remember that it is never too early to begin researching and preparing
for the debate. Past efforts have generally been extremely positive.
However, the debate teams that have had the poorest performances have
generally been those that began to prepare in the week before. Signs
of hasty preparation and little or poor communication among team
members will certainly lead to a deduction of points.

Philosophy of Teaching & Learning Paper: This paper is an opportunity
for you to explore, through your own writing, exactly how you see
yourself as a facilitator of learning environments. It also will
address how you view children as learners. It is a guiding philosophy
of what you aim to do as a teacher. This is a document you should keep
because it may come in handy for future job interviews. It is
something that should evolve and alter throughout the semester. The
readings and class activities we do should help you to think about
this more deeply as time passes. You are free to hand in a draft to me
as many times as you wish for feedback and reflection on your work. A
final draft (minimum of 5 pages) will be due near the end of the
semester. Here are some possible questions to address in your paper:
·What do you consider the necessary aspects of excellent teaching?
·What qualities are important for a teacher to possess?
·How do students learn best?
·How important is student development (cognitive, social, etc.) in the
learning process?
·How have your experiences and theoretical knowledge influenced your
personal philosophy and approach to teaching?
·What theoretical perspective(s) do you feel best reflect(s) your own
beliefs about teaching and learning?
·How will your approach or philosophy affect the students you teach?
While your paper will certainly be graded on its content, writing
clearly and neatly is also an important aspect of being a teacher.
Therefore, be sure to check your grammar, typos, etc.

More guidelines will be forthcoming.

Midterm: An exam will be given at the midway point of the semester.
You will be given the entire class period to take the exam. It will
cover all material up to the midway point of the course. Specifics
will be provided closer to the date of the exam.

Final Exam: A cumulative final exam will be given at the end of the
semester. Specifics will be provided closer to the date of the exam.

M101 Laboratory Field Experience

Description & Policies:

The purpose of the lab and field experience is to explore relevant
issues in education today ("hot topics"). It also serves to give an
opportunity to look at community resources that may be useful for
middle and secondary teachers. We will also use the lab to reflect on
experiences in the field.

Requirements:

M101 is graded as pass/fail. In order to pass the course, you must
meet the following requirements:

·20 hours in the field
·Attendance in labs (ONLY 2 missed labs allowed - School of Ed.
Policy)
·A satisfactory rating of field performance by your cooperating
teacher
·A personal journal reflecting on your experiences each day in the
field
·Satisfactory completion of lab assignments (Hot Topics/Community
Resources)

Course Schedule

T 1/8 Introduction and course orientation/Community building

R 1/10 Community building/ What is Educational Psychology?
Skim over Chapter 1

T 1/15 Lab - Orientation to field experience

T 1/15 Types of Research/Skim over Chapter 1 (again)
Cognitive & Linguistic Development
Beginning of Ormrod Ch. 2

R 1/17 Cognitive & Linguistic Development
Nash, J. M. (1997) Fertile Minds (on reserve)
Ormrod Ch. 2
		
T 1/22 Lab - Field Experience placement info

T 1/22 Cognitive & Linguistic Development
Ormrod Ch. 2
		
R 1/24 Cognitive & Linguistic Development
Ormrod Ch. 2

T 1/29 Lab - Researching Library Databases

T 1/29 Personal, Social, & Moral Development
Ormrod Ch. 3
(handout Brownlee article)

R 1/31 Personal, Social, & Moral Development
Ormrod Ch. 3

T 2/5 Lab

T 2/5 Individual & Group Differences
Ormrod Ch. 4 pp. 119-132
Hopson, J. (1984) A Love Affair with the Brain: PT Conversation with
Marion Diamond. (reserve)

R 2/7 Individual & Group Differences (rest of chapter)
Ormrod Ch. 4
Gardner, H. (1995) Reflections on Multiple Intelligences: Myths and
Messages

T 2/12 Lab - Placement Discussion

T 2/12 Quiz 1
Students with Special Needs - Movie
Ormrod Ch. 5

R 2/14 Debate - IQ

T 2/19 Lab

T 2/19 Students with Special Needs
Ormrod Ch. 5

R 2/21 Debate - Inclusion

T 2/26 Lab

T 2/26 Begin Behaviorist Learning Theory
Ormrod Ch. 10

R 2/28 Behaviorist Learning Theory
Ormrod Ch. 10

T 3/5 Lab

T 3/5 Behaviorism, continued
Ormrod Ch. 10
		
R 3/7 Midterm

Spring Break - No Class on the 12th or 14th - Have fun
		
T 3/19 Lab

T 3/19 Social Cognitive Learning Theory
Ormrod Ch. 11

R 3/21 Social Cognitive Learning Theory
Ormrod Ch. 11

T 3/26 Lab

T 3/26 Cognitive/Information Processing Learning Theory
Ormrod Ch. 6

R 3/28 Cognitive/Information Processing Learning Theory
Ormrod Ch. 6
		
T 4/2 Lab

T 4/2 Quiz 2
Constructivist Learning Theory
Ormrod Ch. 7

R 4/4 Debate - Constructivist Learning
	
T 4/9 Lab

T 4/9 Motivating Students to Learn
Ormrod Ch. 12
		
R 4/11 Promoting Learning Through Student Interactions
Ormrod Ch. 14

T 4/16 Lab

T 4/16 Creating & Maintaining a Productive Classroom Environment
Ormrod Ch. 15

R 4/18 Debate - Zero Tolerance

T 4/23 Assessing Student Learning
Ormrod Ch. 16

R 4/25 Final Review: Philosophy of Teaching & Learning Papers Due

Fri 5/3 Final exam 7:15-9:15p.m.