Education | Educational Psychology for Middle/Secondary Teachers
P255 | 5605 | Jeannie Annan

Required Text/Readings and Resource Materials:

1)Ormrod, J. E.  (2002). Educational Psychology: Developing Learners
(4th Ed.). New Jersey: Prentice Hall

2)P255/M201 Reading Packet – Available at Mr. Copy (501 E. 10th, 334-

3)Oncourse website: (submit name and password
and follow link to P255)

Syllabus Disclaimer: As the instructor of this course, I reserve the
right to make changes to the syllabus as needed.  I will inform you
of any changes at the earliest date possible in class or via e-mail.

Course Description and Guiding Principles:
In every act of learning, psychology is involved.  Psychology is the
study of mind and behavior, and in this class we will specifically
focus on these principles as they relate to formal and informal
learning.  This course is designed to introduce you to the field of
educational psychology and its relevance to your work as a teacher.
The format including both lecture (P255) and lab (M201) allows you to
gain knowledge and experience to build your understanding of the ways
in which multiple factors contribute to student development,
learning, performance, motivation, and behavior in the classroom. You
will also learn about multiple methods for assessing students in
these areas. The course is designed to provide you with an
understanding of theoretical perspectives in these areas and to be a
forum for practice in applying classroom techniques geared toward
maximizing your effectiveness as a teacher. You will also have the
opportunity to discuss current issues that affect you as a future

This course is structured around a set of core principles developed
by the Interstate New Teacher Assessment and Support Consortium
(INTASC), the educational task force responsible for constructing
model standards for the licensing of new teachers. These principles
represent the knowledge, dispositions, and performances deemed
essential for prospective teachers in all subject areas.  You can
read about the principles at .
This course will specifically address INTASC principles 1-10 by
covering the topics of student development and learning, individual
and group motivation and behavior, and assessment strategies.  The
assignments associated with these principles are discussed later in
the syllabus.

Additionally, this course, like all courses offered by the IU School
of Education, is developed within a framework comprised of six major
principles.  If you are not familiar with these principles, please
read about them at
Below is a brief description of how this course reflects the six IU
School of Education principles.

Community:  Early and ongoing community-building activities as well
as class discussions and small group work throughout the semester
will be the basis for a creation of a community of learners within
the class.  The collegiality that will develop will be used to allow
students to begin seeing themselves and feeling comfortable taking
risks in their professional role as teachers.

Critical Reflection:  Using literature to facilitate critical
reflection on important issues relevant to educational psychology
will be commonplace in this course.  Examples of topics to be
discussed include the following: (1) How can teachers foster positive
moral, social, cognitive and physical development?, (2) What teacher
characteristics influence student behavior, performance and
achievement?, (3) Should instruction be matched to student learning

Intellectual, Personal, & Professional Growth:  Learning activities
that develop a variety of skills, assessment tools that develop both
lower and higher level thinking, and an overall emphasis on
application of knowledge will be the foundation for an intellectually
demanding classroom.  Additionally, through various course
requirements, students will develop their own philosophy of teaching
that integrates their practical experience and knowledge gained from
this course.

Meaningful Experience:  Meaningful experience will be facilitated
through discussions and other activities that tie course content to
the students’ personal and professional lives and focus on the use of
information in school settings.  Additionally, application of course
content will be required in their early field experience.

Knowledge and Multiple Forms of Understanding:  Multiple forms of
understanding will be encouraged in this class through the effective
use of numerous types of learning activities and assessments.
Students will be encouraged to share their learning styles and give
feedback to the instructor regarding how to facilitate their meeting
of course objectives.

Personalized Learning:  Students will be allowed to choose the
specific topics associated with some assignments.

Course Objectives:
It is important that you use this class to acquire the content
knowledge described below, but also to learn about your role as a
teacher through our classroom experience as described in the column
on the right.

Content-related	Role-as-teacher
Through lectures, readings, classroom activities, field experience
and assignments, you will be expected to:

•Begin to determine whether this is the right field for you and if
you are right for the profession

•Become acquainted with theories and principles regarding human
development and learning

•Apply theoretical principles to classroom situations

•Demonstrate skills in critical self-reflection and peer evaluation

•Demonstrate professionalism in class, lab and field experiences

•Develop a personal instructional philosophy based on theory,
research and practical experience

•Work collaboratively in group situations

•Understand and develop different techniques for assessment
Through my example as your instructor and your experience, you will
have the opportunity to observe and acquire:

•Internal and external community-building techniques

•Classroom management strategies

•Familiarity with your role of teacher as a resource to students

•Experience with different methods of teaching

•A respectful perspective on student behaviors

•An appreciation and respect for diverse backgrounds and perspectives

•A balance between flexibility and structure in your role as a teacher

•An ability to maintain a safe, cooperative learning environment

•An understanding of the importance of continually evaluating your
effectiveness as a teacher

Course Format, Policies and Expectations:
Attendance:  Much of this class is driven by discussions, group work,
and cooperative learning activities, therefore your presence and
contribution in class is valued.  Moreover, consistent attendance and
punctuality demonstrate quality teacher practices.  For these
reasons, regular attendance is expected and will be taken at the
beginning of each class.  If you are going to miss a class, please e-
mail or call me beforehand to make appropriate arrangements.  If you
miss class, it is your responsibility to reach me or another student
to obtain materials missed.  You are allowed two absences without
need for an excuse.  With each additional absence, I reserve the
right to deduct 10 points from your participation grade.  Excessive
absences will result in further deduction of the student’s grade at
the discretion of the instructor.  In cases of extreme situations or
lengthy illness, arrangements will be made.

Class Participation: You are strongly encouraged to actively
participate because this will enable you and the rest of the class
(including the instructor) to get the most out of this course. This
means that you come prepared by having read and completed assigned
materials, ask questions, make comments, and reflect aloud.  .
Discussions, activities, and assessments will be based on the
assumption that you have prepared for class by reading the assigned
materials.  You will also be expected to participate actively in
classroom activities. You will expect the same from your students one
day, so engage!! If this is not a semester in which you are able to
devote a great deal of time to preparation for this class, consider
taking it another time.

Also, because it is often difficult for me to objectively assess your
participation, each of you will have partial responsibility for
grading your own participation in this class.  Questions for you to
consider when thinking about this are: Do I come to class prepared by
having read the assigned articles?  Do I offer my thoughts and
feelings during class discussions?  Have I helped to create an open
and safe learning environment?

Late Papers & Assignments:  All written assignments must be submitted
at the beginning of class on the due date.  You will lose 5% for each
day an assignment is late.  Missed quizzes, tests, and activities
will be counted as zero unless, in extraordinary circumstances, you
have made arrangements with me in advance. Your writing is important
for establishing professionalism as well as important contact with
employers, students and parents…so use this time to sharpen your

Written Work:

All assignments (except in-class work) are to be typed and turned in
to me at the beginning of the assigned class.

I expect the format of your typed work to include double-spaced,
Times New Roman, 12 point font with one-inch margins around the

Work should be presented on regular (8 ½ x 11 inch), white paper with
black font.  Handwritten work will not be accepted.

There should be no spelling mistakes (use spell check and edit
well).  Also edit carefully for grammatical errors. Although I am
most concerned with content, papers will be penalized for spelling
and grammatical mistakes.

Avoid using slang (e.g., “It was such a cool experience”),
conversational speech (e.g., “I kinda liked that”), and
colloquialisms (e.g., “It was real good to find this out”).  Take
time to really think about how you are communicating your ideas.

All sources used for written projects must be appropriately cited in
your writing (I will show you how to do this).

You are required to visit the writing lab for editing of your
Philosophy of Education I paper and are strongly encouraged to use
this service for all written assignments.  For additional help with
writing, take advantage of the Writing Tutorial Services (WTS) for
all written assignments ( or

Professionalism/Honor Code: We will work to create an accepting,
respectful classroom environment in which you are able to express
diverse perspectives on sometimes controversial educational issues. I
urge you to speak openly and to listen respectfully to others. This
will help you do so with your colleagues and future students. It is
critical that you approach classroom discussions, activities and lab
experiences with professionalism. 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

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
as soon as possible.  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 through services from Disabled Student Services (DSS).
Please see the Handbook for Students with Disabilities for
eligibility requirements. Contact the Office of Disabled Student
Services for eligibility requirements (Franklin Hall, 096; 855-7578).

Academic Misconduct: Cheating, plagiarism, sexual harassment,
racial/ethnic/sexual orientation discrimination, slurs, or any other
student misconduct that adversely affects the learning or safety of
others students will not be tolerated in my classroom or on this
campus.  If any student becomes aware of any of these activities, or
feels that they have been the victim of harassment, discrimination,
or any other act of malicious intent, please contact me or Pam
Freeman of the Student Ethics Division, IU’s Racial Incidents Team,
or the Gay, Lesbian, and Bisexual Anti-Harassment Team.  For more
information about this topic, please see: http://campus

Religious holidays:  Indiana University Religious Holy Days/Holidays
policy ( outlines the
procedures students should follow in requesting an accommodation for
missing exams or other academic exercises because of a required
religious observance.  If you have a conflict with an exam or
assignment for this reason, please inform me early in the semester
after completing the form to request accommodations at

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.
Extra Credit: No extra credit will be given.

You determine your grade in this course, not your instructor nor your
classmates. Grades and IU criteria for achieving them are posted
below. Look this over carefully and decide now what you want to see
at the end of the course. Explanations of how you will be evaluated
are included with assignment descriptions.

A Extraordinarily high achievement; shows unusually complete command
of the subject matter; represents an exceptionally high degree of
originality and creativity.

A- Exceptionally thorough knowledge of the subject matter;
outstanding performance, showing strong analytical skills.

B+ Significantly above average understanding of material and quality
of work.

B Very good, solid, above average quality of work.

B- Fair, acceptable performance on most but not all aspects of the

C+/C Satisfactory quality of work

C-/D Minimally acceptable performance.

F Unacceptable work.

Grading Scale:
A   = 94-99%		
A-  = 90-93%
B+ = 87-89%
B   = 84-86%		
B-  = 80-83%
C+ = 77-79%
C   = 74-76%
C-  = 70-73%
D+ = 67-69%		
D   = 64-66%
D-  = 60-63%

Point Allocation for Coursework (see following pages for description):

Portfolio Components
Philosophy of Education 30 points
Resume (P/F)
Letter of Introduction (P/F)
Personal Choice Project	60 points
Field Experience Journal & Assignments (P/F)
Philosophy of Education II 50 points
Quizzes (5) 60 points (12 pts each)
Midterm Examination 100 points
Final Examination 100 points
Class participation 40 points
Total 100% 440 points

**Please note: In terms of requirements for the School of Education,
you must achieve a minimum of a C to 'pass' this class and continue
in the education program. A grade of C- or lower will result in
having to retake the course and the lab.

Course Assignments and Explanation of Evaluation for P255:
Instead of basing course grades solely on written tests or term
papers, we will be creating portfolios over the duration of the
semester.  A portfolio is a collection of academic products designed
to show growth, self-reflection, and achievement over time in a
variety of assignments. The assignments are diverse to allow room for
group work, individualized projects, observations, reflections, and
creative expression.  I encourage you to develop and continue your
portfolio, as it can serve as a powerful tool during job interviews
as a concrete example of your capabilities.

Portfolio components

See M201 Lab Syllabus for following Portfolio components:
Letter of Introduction
Observation Journal/Reflection Forms

The following are the P255 portfolio assignments:

Philosophy of Education Paper I (30 points)
This paper is designed to help you become a reflective thinker about
yourself, your views, and your role as an educator.  Drawing on your
experience in secondary school, develop your thoughts about what
matters most in teaching learning and education.  How should things
be done and why?  What are the goals of education in your opinion?
How can you realistically achieve these goals and be an effective

This paper should be a minimum of 4 pages in length.  You must attend
an appointment at the Writing Center (855-6738) to edit your rough
draft prior to turning in your final product. Papers may also be
edited by the dormitory editing services. Make this appointment
early, as the Center gets very busy! Both rough and final papers are
due for the final project. You will not be given credit without proof
of your visit (stamp, signature, etc.) to the Writing Center. Check
written work section above for all requirements.  INTASC Principles

Personal Choice Project (Choose ONE of the five) (60 points)
This project is designed to allow you the flexibility to investigate
an educational topic that is of particular interest to you.  You may
select from one of five project formats that you would enjoy in
researching your topic.  The goal here is to let you decide how you
want to learn and express progress, so be creative and enjoy.  INTASC
Principles 5, 6, 9

1.Critic’s Corner
You may do any ONE of the following:  read a series of 5-6 articles
on a topic that interests you, or watch 3-4 movies related to
teaching and learning, or analyze 4-6 poems or songs that have lyrics
influenced by teaching or learning

Choose one of the above then write a 5 page paper that links these
articles, movies, or lyrics to at least 3 chapters of our text.
Think about this from the point of view of a newspaper critic,
pointing out strengths and weaknesses in terms of application to
educational settings.  This should be written in newspaper column
style with introductory and concluding paragraphs.

2. Coffee Talk
Imagine that you are on your prep hour at school and you walk into
the teacher’s lounge to discover Piaget, Vygotsky, Maslow, Skinner,
and Erikson are there.  You ask about three specific classroom
questions (e.g., examples involving discipline, motivation, learning,
etc.). Write a paper tracing the conversation between each of these
theorists in response to your questions.  Be sure to accurately
reflect the stance that each would take.  5 pages.

3.Hot Topic in Education
Educational journals often have entire issues dedicated to the
discussion of one particularly hot topic in education.  All the
articles relate to the same issue, and the lead article is written by
a guest editor that introduces the topic and ties all the subsequent
articles together.  Imagine that you are the guest editor of the next
edition.  Pick a topic and find 3-4 articles that debate an
appropriate issue.  Summarize, compare, and contrast the articles and
make reflective comments in a 5 page introductory article.

4. Build a Better School
Better schools can improve the lives of students and can also be big
business.  The government gives grant money each year to educators
and entrepreneurs that have new ideas for creating smarter schools.
Identify some current issues and problems in the schools and generate
some solutions.  Develop your blueprint for a smart school (e.g.,
principles, goals, objectives, funding, etc.).  How is your school
different and better?  Who has the power?  How will it be evaluated?
Link your suggestions to information from the text or other
resources.  Feel free to develop a company name, budget, etc. 5 pages

5. The Real World
Describe four instances of  “theory in action”, where you link actual
classroom observations to the theories discussed in the text.  You
will probably observe some sort of problematic situation while you
are out in the field (or you may supplement these with your previous
experience in schools).  Specify the theory involved in each of your
case studies.  Analyze and critique how the teacher dealt with the
situation and how else it could be handled.  Support your opinion
with research findings.  Remember to keep the information anonymous.
5 pages.

Philosophy of Teaching and Learning (50 points): Prepare a project in
the format of your choice portraying your personal philosophy of
teaching and learning. This is an opportunity for you to be creative
in synthesizing the theories, research and practical applications we
have discussed throughout the semester into your own framework. A
written explanation must accompany every project and include:

1)Description of your philosophy as depicted in your end product

2)Explanation of how your philosophy accounts for student
development, learning and assessment

3)Incorporation of theoretical and research underpinnings for your
philosophy and how they are demonstrated in your end product

4)How you will continually evaluate the effective application of your
personal philosophy

INTASC Principles 1, 2, 3, 9

Quizzes and Exams

Oncourse Quizzes (60 points): Oncourse is a website that allows us to
communicate and work outside of class.  In addition to having class
announcements and email (separate from the Shakespeare system), it
also allows you to take quizzes and get immediate feedback on the
Web.  One of the best features is that you can access it any time and
take your assigned quizzes from any computer that has Internet
access.  You will be taking 5 of these quizzes on Oncourse.  These
quizzes are spaced to each cover approximately two chapters.  Open-
book quiz taking is allowed and encouraged.  The goal is for you to
complete your assigned text reading and use it as a resource to help
solve problems.  There is no reason you should not get an A on each
quiz.  I will demonstrate in class how the site works.  To ensure
that the class stays together on readings and quizzes, there is a
deadline for taking each quiz.  As of 1pm (classtime) on the due
date, the individual quiz will be closed.  Please be careful to not
miss taking the quiz.  If the deadline has passed and you have not
taken it, you will be given a zero for the quiz. INTASC Principle 1

Midterm and Final Examination (100 points each): There will be a
midterm that covers the first half of the class including assigned
chapters of text, class notes, student discussion, and activities.
The final exam will subsequently cover the remaining chapters, notes,
and discussion from the second half of the course.  The format will
be a combination of multiple choice, short answer, and essay.  The
goal is to assess your foundation of theoretical knowledge and your
ability to apply it to educational scenarios.  The essay questions
will stress synthesis and application of what you have learned and
require you to reflect on your own experiences and practices. INTASC
Principles 1, 2, 3

M201 Course Information:

Course Description and Objective:
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 M201 is for you to merge theoretical principles and classroom
interactions in creating your own teaching style. Because you will
not begin work at your school site until several weeks into the
semester, the lab will include debates and discussions about topics
influencing your classroom practices.

M201 is a satisfactory/fail adjunct to P255. To pass, you must meet
the following requirements:
Spend 15 hours at your field placement and 5 hours on ILF

•Attend all lab class meetings (only 2 missed labs are allowed for a
passing grade)

•Receive a satisfactory rating of performance from your cooperating

•Participate actively in lab activities

•Completion of a professional resume and letter of introduction

•Complete all journals and observation forms and receive an average
that produces a passing grade on the following scale:

√+  Stellar, thorough work, exceeds expectations

√   Satisfactory, acceptable work
√− Incomplete work, does not meet requirements, revision necessary
0   Incomplete, unacceptable work

Course Policies:
The same standards of respect and professionalism listed above apply
in M201. Please present yourself professionally, as this is your
first opportunity to work in the classroom and you are representing
not only yourself, but the IU School of Education. Take special care
to be on time, courteous and appropriate (in attire, language,
behavior, etc.) as you are a role model for students in your

Course Assignments:
Resume:  To add a critical component to your portfolio, you will
complete a resume as part of the lab component. This resume` will be
sent out to your cooperating teacher in the field with the official
IU materials.  This link provides a list of what should be included
in your resume,
Finally, the WWW is a great resource for resume instruction and

Letter of Introduction:  You will write a letter of introduction to
your cooperating teacher.  Instructions for writing this letter are
in your packet and will be discussed in class.

Observation/Reflection Forms: You are required to complete an
observation/reflection form immediately following each site visit.
They should be submitted to me at the first lab meeting following
your visit. A minimum of one form per visit is required for a passing

Readings:  Occasionally, readings will be assigned specifically for
lab meetings. Please work to familiarize yourself with the content of
these readings before class…they will provide the substance for our
discussions and lab exercises.
Field Experience Journal: You will be keeping a journal of your
experiences in the classroom. This is the vital piece that ties the
class, lab and field experience together. While in the field you will
witness some fascinating events. The journal will help you be more
reflective about what you learning in class and how that relates to
what you are seeing in the classroom. Write about something positive
that you would like to emulate, or something you saw as negative that
you would handle differently (explain how). Most importantly, always
write about something you observed that is specifically related to
our classroom discussions or theory. Reflect on how what you are
learning in ed psych has helped you recognize an issue that otherwise
you might have missed or not understood.  You will complete 4
handwritten journal entries while you are in the field**.
(Approximately one handwritten page, single spaced).
Field Experience Observation Activities
In your packet you will find 7 possible Observation activities to
help link your observation time to what you are learning in this
course. By completing these activities you will find that you are
guided to pay attention to details that you may not notice
otherwise.  You will need to look these over and decide on activities
before you start the observation so you will be familiar with what
you need to watch for in the classroom. Again, the goal of these
activities is to help you discover classroom examples of what you
have learned in educational theory. Choose any 3 of these 7
activities to complete**. The 7 activities are found in the back of
your packet.

**Please note that you will typically observe in the field once a
week for 7 weeks. To correspond with this schedule, you have 4
journal entries and 3 observation activities for a total of 7 written
entries due. Therefore, I will collect one each week at the beginning
of the lab period. Your first written entry is due in the first lab
following your first observation. I will collect one assignment each
week for the following 7 lab sessions. If you are unable to attend,
make certain that you make arrangements to submit your assignment.

Schedule of Events
M 1/13 Introduction to Lab		
M 1/13 Introduction to Class Syllabus	
W 1/15 Educational Psychology, Expert Teachers Chp. 1	
M 1/20 No Lab – Martin Luther King Jr. Day		
M 1/20 No Classes – Martin Luther King Jr. Day		
W 1/22 Ed Psych Research  Letter of Introduction
M 1/27 Field ExperienceOrientation  Resume

M 1/27 Research Methods		
W 1/29 Piaget Chp. 2 Oncourse Quiz (Chp 2-3)
M 2/3			
M 2/3 Vygotsky, Language		
W 2/5 Social Development Chp. 3	
M 2/10 			
M 2/10 Moral Development		
W 2/12 Intelligence Learning Styles Chp. 4 	
M 2/17 Lab			
M 2/17 Gender, Students at Risk	Oncourse Quiz (Chp 4, 9)
W 2/19 Students at Risk	Philosophy of Education I Due
M 2/24			
M 2/24 Behaviorism Chp. 9	
W 2/26 Behaviorism		
M 3/3 Lab Behaviorism in Action		
M 3/3 Midterm Review		
W 3/5 Midterm Examination Midterm Exam
M 3/10 Lab Exam Review		
M 3/10 Cognitive Theory	Chp. 6	
W 3/12 Memory, Higher Level Thinking Chp. 8	
Spring Break!!!........ Be safe and have fun!
M 3/24			
M 3/24 Social Cognitive Theory Chp. 10	
W 3/26			
M 3/31 Social Cognitive Teaching		
M 3/31 Motivational Theories Chp. 11 Oncourse Quiz (Chp 11-12)
W 4/2  Motivating Students Chp. 12	
M 4/7  Cognitions and Motivation		
M 4/7  Instructional Strategies	Chp. 13 Personal Choice Projects
W 4/9  Teaching Methods		
M 4/14 Maximize Learning		
M 4/14 Classroom Management Chp. 14 Oncourse Quiz (Chp 13-14)
W 4/16 Classroom Management		
M 4/21 Manage your Class		
M 4/21 Assessment Chp. 15 Oncourse Quiz (Chp 15-16) Philosophy II
W 4/23 Classroom Assessment, Grading Chp. 16	
M 4/28 Reflections on Field Experience		
M 4/28 Review for Final Examination		
W 4/30 Reflections on P255/M201		
W 5/7  12:30 Final Exam Final Exam