Education | Educational Psychology for Elementary Teachers
P251 | 5526 | Kwame Dakwa

Required texts

Eggen, P. & Kauchak D. (2001) Educational Psychology: Windows on
classrooms. Upper Saddle River, New Jersey: Prentice Hall.
Course Readings Packet (Online, access code will be given in class)

Course Description.

This course will have students reading and modeling various learning
and development principles as they relate to classroom instruction,
motivation, discipline, management, and exceptional students' needs.
There will also be discussion on topics assigned. Students need to
prepare themselves by reading all assigned material before attending
each class. The wealth of information available via the Internet will
be used to discuss and review trends in upgrading professional
development programs for in-service teachers, we shall reflect on
past and present foundations of educational psychology topics and
also what we perceive an ideal philosophy of education to be.

Course Objectives

On successful completion of this course, students can expect to have:
Knowledge of methods and practices in this field
Develop an understanding of the art and science of educational
Experience in developing a professional quality study of the topic of
their choice
Provided with succinct explanation of what is known about how
students learn.
Experience in presenting or defending a position in a topic of their
Prepared to be proactive decision makers with the theories of human
development and learning and understand their relevance to the field
of education.
Course Policies:

Attendance:  Regular attendance is expected. Participation in daily
activities and discussion is integral to your learning experience in
this class. If missing a class is unavoidable please notify me in
advance. Please arrive to class on time, as it is disruptive to your
fellow students to walk in late.

E-mail:  It is essential that you maintain an active e-mail account.
Correspondence relating to this course may be sent via e-mail so be
sure to check your account regularly.

Missed/late assignments:  Assignments are due at the beginning of
class on the date specified.  Missed assignments will receive a
zero.  Late work, while acceptable, will receive a reduction of 10%
of total points possible for each day that it is late. Special
arrangements will be made only for extreme circumstances.

Class preparation:  You are responsible for reading the assigned text
prior to each class session. Daily activities and discussions will be
based on the assumption that you have read your assignments and are
prepared for class. As you read the text note concepts and/or terms
that you don’t understand. These will be recorded at the beginning of
each session and will be addressed as needed in class, in lab, or via

Adaptations and Modifications:  If you have any special needs (i.e.
learning disability or other special circumstances) that would
require adaptations or modifications to regular assignments, exams,
or due dates you should notify me within the first week of class.

Academic integrity:  All university policies and regulations
concerning academic misconduct and stated in the Indiana University
undergraduate bulletin apply in this course.  It is your
responsibility to familiarize yourself with these policies.

Syllabus changes:  The course syllabus provides an overview of the
plan for each class session. The instructor reserves the right to
alter the syllabus as needed. Any deviations from the original
syllabus will be announced in class.

Grading Scale:

93%-96% ---A	
90%-92% ---A-	
87%-89% ---B+	
83%-86% ---B	
80%-82% ---B-	
77%-79% ---C+
73%-76% ---C
70%-72% ---C-
67%-69% ---D+
63%-66% ---D+
60%-62% ---D+
59% or less ---F
Grades will be determined on a point scale as follows:
Individual Project:[10]
Group project development and presentation:[20]
Teaching Philosophy:[10]
Journal Article Critique:[30]
Concept Maps:[30]
Learning Theory Paper:[20]
Final Exam:[30]
Your final grade???[*/150 X 100]         	
Total possible points = 150

General Grading Guidelines:
A  Extraordinarily high achievement; shows unusually complete command
of the subject matter; represents an exceptionally high degree of
synthesis and application.

B Very good, solid, above average quality of work; good synthesis and

C Satisfactory quality of work; average level of synthesis and

D Minimally acceptable performance

F Unacceptable work, does not meet objectives of course.

Course Requirements/Assignments

Diversity Project (10 pts): During the semester we will have an
individual project. The project includes group work, self-awareness
activities, construction of knowledge, and application of acquired
experience in a classroom setting. Students will also complete an
evaluation form for the project. Points will be awarded for active

Group Project (20 pts.):  Students will be divided into groups at the
beginning of the semester. You will be required to research and
analyze a specific educational psychology topic (with instructor
approval) and present to the class at the end of the semester. These
topics should address the areas of development, motivation, and
assessment. Your answers should be thoughtfully prepared and reflect
your knowledge of theories and principles studied.

Criteria for grading this assignment include:
Overall content and organization
Identification of strengths/weaknesses of your topic
Adequate use of “outside” references
Coherence, clarity and mechanics of writing
Effectiveness of presentation

Final Exam (30 pts.):  Testing can be both a learning aid and a
method of assessment.  The final exam, will be given in order to
assess your comprehension of the course material and its
applications.  The test will consist primarily of multiple-choice
items, some matching items, and a few essay questions.  Make ups will
be considered only for extreme and unavoidable situations and will be
all essay questions.

Philosophy of Teaching (10 pts.):  This paper requires you to reflect
on why you want to teach and to develop your own personal philosophy
of teaching and learning. This involves a synthesis of what you have
learned about how students develop and learn, and the strategies
involved in teaching effectively. Your philosophy should also be
supported by theories and principles studied in this course. Specific
directions for the philosophy paper will be provided at the
appropriate time.

Learning Theory Paper (20 pts.): The format will be discussed in
detail in class. Students will be asked to demonstrate their
comprehension of learning theories by explaining it in their own
words to a layperson.

Journal Article Critique (30 pt.): Choose a current journal article
(less than two years old) of a research study.  You might want to
choose one in your discipline or on a particular issue related to
learning that interests you. Make a copy of the article. Read the
article.  Write a two-page summary/reaction to the article. Attach
the copy of the article to your paper. Detailed guidelines will be
given in class.

Concept Maps (10 pts. each):  Each student will be required to write
a paper about concepts studied in class and it’s application in a
classroom context. There will be three concept maps due by the end of

**Important Notes
Follow all instructions for formatting papers (spacing, length,
Support your views with specifics (principles, theories, examples….)
Proofread papers.


Week 1	
Jan. 13:
Introduction, course orientation. What is Ed Psych and why is it

Jan. 15: Introduction
Ch. 1 Eggen & Kauchak

Week 2	
Jan. 20: Attend seminar

Jan. 22:
Ch. 2 Eggen & Kauchak

Week 3	
Jan. 27:  Human Development
Ch. 3 and 9 Eggen & Kauchak  	

Jan. 29: Human Development
Ch. 3 and 9 Eggen & Kauchak

Week 4	
Feb. 3: Intelligence & Individual differences. Ch. 4 & 5 Eggen &

Feb. 5: Intelligence & Individual differences. Ch. 4& 5 Concept Map 1

Week 5	
Feb. 10: Cognitive Development
Chap. 7 and 8 Eggen & Kauchak	

Feb 12: Cognitive Development
Ch.7 & 8 Eggen & Kauchak

Week 6	
Feb 17: Learning Theories
Ch. 6 Eggen & Kauchak
Online: Reflections of Multiple Intelligence by Robert Gardner	

Feb. 19: Learning Theories
Ch. 6 Eggen & Kauchak
Online: Reflections of Multiple Intelligence by Robert Gardner

Week 7	
Feb. 24: Motivation & Self-regulation
Chap 10 Eggen & Kauchak 	

Feb. 26: Motivation & Self-regulation
Journal Article Critique Due

Week 8	
Mar 3: Discussions on learning on theories. 	

Mar 5: Discussions on learning theories Concept Map 2 Due

Week 9	
Mar 10: Class reflections and debriefing.	

Mar 12: Class reflections and debriefing.
Learning Theory Paper Due

Week 10	


Week 11	
Mar 24: Levels of Instruction
Chap 12 & 13 Eggen & Kauchak 	

Mar 26: Levels of Instruction
Chap 12 & 13 Eggen & Kauchak

Week 12	
Mar 31:  Assessment & Environmental issues.
Ch. 11 & 14 Eggen & Kauchak Online Reading: Intelligence Friendly
Classroom by Fogarty, Robin	

Apr 2: Assessment & Environmental issues.
Ch. 11 & 14 Eggen & Kauchak Online Reading: Intelligence Friendly
Classroom by Fogarty, Robin
Concept Map 3 Due

Week 13	
Apr 7: Controversial Issue Reading
Debate – Does rewards enhance or hurt student learning? Chance & Kohn

Apr 9:  Debate – Does rewards enhance or hurt student learning?
Chance & Kohn articles.

Week 14	
Apr 14: Catch up Week
Apr. 16: Catch up Week

Week 15	
Apr 21: Group presentations	
Apr. 23 Group presentations

Week 16	
Apr. 28: Group Presentations	
Apr. 30.

Apr 23: Review for Final Exam
Teaching Philosophy Due

Week 17	
May 5 Review for Final Exam	
May 9. Final Exam @

M101:  Laboratory and Field Experience

The purpose of the lab and field experience is to allow you to
explore practical applications of theories from educational
psychology.  In the field you will have the opportunity to view the
classroom from a new perspective – that of a teacher.  The lab time
will be used to discuss and reflect on what you have encountered
(through observation or participation) in your classrooms. A number
of resources will be used to facilitate the lab sessions (videos, the
web, guest speakers etc.).

M101 is graded on a pass/fail basis. To pass the class you must
complete the following:
20 hours in the field (arranged through Field Experience Office)
Satisfactory rating of field experience from your cooperating teacher
Reflective teaching journal
All lab assignments
Regular attendance and active participation in lab sessions
(No more than 2 missed labs allowed)

Reflective Teaching Journal:  You will be required to have a 3-ring
binder in which you will keep all observations and reflections (this
will be your journal).  Each week you are required to make a 1-2 page
entry in your journal.  Begin each entry with the date, time, and
place of your field experience and include observations/activities
from each of your field visits as well as any questions or concerns
that arise about classroom observations. In addition, you should type
a 2-3-paragraph reflection about what you learned from each
observation, making connections with materials studied in class.
This reflection page should be handed in to me at the beginning of
lab each week (it will be returned to you for inclusion in your
journal). You will be provided with a set of specific
questions/directions to be addressed at each field visit. These
should be incorporated into your observation report and reflections.
Periodically, I will check your journals so be sure to bring them to
every lab session.
*Reflection can be defined as rethinking or considering an experience
as it relates to specific objectives or goals, in this case teaching
and learning.

The Field Component
Field experience provides you with the opportunity to observe and
work with teachers and students in real classroom settings. You will
have the opportunity to examine the daily lives of teachers.  It is
your responsibility to adhere to the professional standards (dress,
behavior, etc.) set by the school in which you are placed. Your
actions and behaviors reflect not only on you but also on the teacher
education program at Indiana University. The principals and teachers
that you will be working with are opening their classrooms to you,
and you in turn should respect their kindness by being prompt,
courteous, and professional.

Indiana University School of Education Principles and NTASC Core

The IU School of Education provides a core of six principles as a
framework for the development of education classes. P251, Educational
Psychology for Elementary Teachers, is organized around these
principles which include: community, critical reflection, meaningful
experience, intellectual/personal/professional growth, knowledge and
multiple forms of understanding, and personalized learning. This
course incorporates these principles in daily activities,
assignments, field experiences, and discussions. More information and
explanation can be found online at:

In addition, this course also adheres to the “Model Standards for
Beginning Teacher Licensing and Development” as established by the
Interstate New Teacher Assessment and Support Consortium (INTASC).
These standards identify a “common core of teaching knowledge and
skills” that INTASC deems necessary for effective, high quality
teaching. More information about INTASC and the model standards can
be found online at:

P251 specifically addresses INTASC standards (described as
principles) 2.1A, 2.1B, 5.1A, 5.1B, and 8.1A as explained below.

Principle 2.1 A
Understands how children learn and development
Students will read and critique several case studies. They will
answer questions and analyze the situations from a developmental
perspective focusing on the appropriateness of lessons and teacher
expectations. In addition, students will also demonstrate their
understanding of development and learning by successfully answering
exam questions.

Principle 2.1 B
Over the course of P251, each student will develop a personal
Philosophy of Teaching and Learning.  At the end of the course
students will submit a written philosophy statement that incorporates
theories and concepts learned and that also describes their
understanding of child development.

Principle 5.1 A and B
Understands individual and group motivation
Case studies (text, video, or ILF) focusing on motivational issues
will be read or watched. Students will analyze specific situations in
terms of types of motivation, effectiveness of practices, and reasons
for various behaviors observed.
In addition, the Reflective Teaching Journal for M101 includes the
observation and analysis of teaching strategies used to promote
extrinsic and/or intrinsic motivation.

Principle 8.1 A
Understands formal and informal assessment strategies
Several methods will address assessment strategies. Students will
assess one another’s performance on the classroom debates. A rubric
will be provided and these assessments will be included as part of
the grade that each student receives for the project.
A case study will be presented in which students are asked to grade
the final writing assignment of an elementary student. Students must
then verbally defend their grade assignments based on their
understanding of assessment goals.
A lab activity will also involve students working in groups to
develop assessment portfolios which will include a minimum of five
assessment strategies. The students must present and explain each
strategy and provide examples for the class.