Education | Educational Psychology
P251 | 5676 | Gayle Dow


Course Objectives
This course is divided into three main areas: 1) Lecture   2) Lab
3) Placement

1) LECTURE  (P251) goal: To acquaint you with the basic concepts of
psychology and education as viewed by major theories and theorists,
and to explore the relationships of teaching to learning.  This
course covers theories and practices related to the psychology of
learning, including issues such as cognition, memory, attention,
perception, emotion, motivation, organization, gender, culture and
language, self-esteem, and other learning differences. Strategies for
promoting academic success, as well as prevention and early
intervention strategies, will be reviewed. Classroom management
theory and practice will be integrated with an understanding of the
entire learning community’s contribution to student success.

2 ) LAB (M101/201)  goal: to engage in educational psychology
application with activities and discussion about issues with your
placement.

3) PLACEMENT (M101/201) goal: to integrate theory and practice;
observe how educational psychology topics are addressed in the
classroom, to observe and reflect on different teaching and
management strategies, to witness actual teaching in local
classrooms; to learn from experienced teachers; and to determine if
teaching is the right career for you.
You are required to complete 20 in class hours of placement over
semester.  Please allow 4 hours per week (2 hours for in class
placement + 2 hours traveling time) for your placement.
http://www.indiana.edu/~fieldexp/
The M101/M201 Grading Scale is Pass/Fail
Pass- You meet all requirements: actively participate in labs,
complete 20 hours of observed teaching (this starts in Feb and must
be completed by the end of dead week), and receive a satisfactory
rating from your field teacher.
Fail- You do not meet all of the requirements

Required text
Educational Psychology : Developing Learners 4th ed by Jeanne Ellis
Ormrod
ISBN: 0-13-088704-8.  The text will be in the bookstore, or you can
check amazon.com or www.mysimon.com under their books section enter
the ISBN: 0-13-088704-8

Assignments and Evaluation
Your final grades will be awarded according to a cumulative point
system 400 total points.
Quizzes ……………………… 50 pts
Midterm ...................................50 pts
Final .........................................50 pts
Project .......................................100 pts
Core Assignments ...................100 pts
Class participation……………50 pts
400 pts

A+ = 388-400 (97-100%)
A = 372-387 (93-97%)
A- = 360-371 (90-92%)
B+ = 348-359 (87-89%)
B = 332-347 (83-86%)
B- = 320-331 (80-82%)
C+ = 308-319 (77-79%)
C = 292-307 (73-76%)
C- = 280-291 (70-72%)
D+ = 268-279 (67-69%)
D = 252-267 (63-66%)
D- = 240-251 (60-62%)
F = 239 (59%) & Below


Quizzes.  (50 points)
You will be given a quiz on every chapter via oncourse.  Most weeks
you will have one quiz but some of the chapters are combined into one
week so you will have two quizzes.

Mid Term and Final: (50 points each: 100 combined).
• The mid term will cover the first half of the semester’s material.
o Midterm date: Saturday, March 6th;  Chapters 1-8
• The final will cover the second half of the semester’s material.
o Final date: Saturday, May 1; Chapters 9-16

Project (100 points)
This is a group project where you will create a newsletter containing
information about educational psychology.  Further information, a
grading rubric and an example will be provided

Core Assignments (100 Points)
You will be completing 5 core assignments throughout the semester.
Each assignment will be assigned and due the following week.
Examples and grading rubric will be provided.
1. What is teaching?
2. Teaching observation
3. Lesson plan hunt and evaluation
4. Teaching reflection
5. Philosophy of education

Class participation. (50 points)
Participation will be based on discussion postings and responses.
There will be 3 topics per week based on the textbook, videos, and
relevant topics (news articles and current events).  You are required
to post 3 posting per week for 25 points.  Over the semester I will
randomly select 5 of your postings and grade them (so make sure each
one is insightful and accurate) for 25 points.  If you post more then
3 per week you may type “OPT OUT” in the first line of your 4th and
5th posts and it will not be selected for grading.  You can use
the “OPT OUT” for quick responses to other student’s posts or to make
a quick comment.  You are also required to create one topic question
based on an assigned book chapter that other students will respond
to.  Your chapter topic will be assigned at orientation

Course Format & Policies:
Attendance Policy:

1) Use of oncourse is mandatory.  You will be graded for postings
both quantity (3 per week) and quality (5 will be graded)

2) Placement attendance is mandatory.  If you need to reschedule your
previously scheduled time be sure to plan ahead and let your teacher
know.

Readings/Discussion:  You are responsible for the assigned readings
prior to the date the material is discussed.  We will be reading one
chapter a week.  With a quiz posted and due each Thursday

Discussions, activities, and assessments will be based on the
assumption that you have prepared for class by reading the assigned
materials.

Syllabus Changes:  I reserve the right to make changes to the
syllabus as necessary.  I will try to keep changes to a minimum.  If
changes need to be made, I will let you know ASAP.
Academic Dishonesty:

Plagiarism, cheating, and academic dishonestly are not tolerated.  If
you engage in academic dishonest activities you will fail the
assignment, be reported to the department and I will be disappointed
in you.  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 http://campuslife.indiana.edu/Code/.
Incomplete and Late Assignments:

Organization and efficiency are important skills so all assignments
are expected on their due date.
I do not take late assignments.  If you fail to turn in an assignment
by the due date you will receive a 0.

Students with Disabilities:
If you have a visual, auditory, physical, &/or learning disability,
accommodations can be made for you if you contact me and present
documentation indicating qualification for services from the Office
of Disabled Student
Services.  Contact the Office of Disabled Student Services for
eligibility requirements.
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.   I will be sending out information and
receiving information from you.
Respect for Diversity:  Our classroom will be a place where diversity
is accepted and valued.  The differences between class members will
be embraced.  Language that degrades an individual or group because
of gender, ethnicity, nationality, socioeconomic status, religious
preference, or sexual orientation will not be tolerated.
INTASC and IU School of Education Guidelines

The topics covered in the course follow the Interstate New Teacher
Assessment and Support Consortium (INTASC) principals
(http://www.ccsso.org/intascst/html) and the six major principles
employed in all Educational classes at IU.   You can read about the
principles at http://education.indiana.edu/~tep/special.html.  Below
is a brief description of how this course reflects the six IU School
of Education principles.  Community:  Group activities, class
discussions, and presentations promote students into seeing
themselves more as teachers and less as students. Critical
Reflection:  Using original literature to promote reflection on
contemporary educational issues (e.g., Does television violence
affect the behavior of children?)

Intellectual, Personal, & Professional Growth:  an overall emphasis
on application of knowledge and development of teaching philosophy.
Meaningful Experience:  Meaningful discussions and activities that
promote application of theory.  Knowledge and Multiple Forms of
Understanding:  Variety of learning activities and assessments.
Personalized Learning:  Students will be allowed to choose the
specific topics associated with some assignments.

GRADE SHEET
Name_______________________________

Quizzes (50 points)_____grade	

Quiz 1 .................................................
Quiz 2 .................................................
Quiz 3  .................................................
Quiz 4 .................................................
Quiz 5 .................................................
Quiz 6 .................................................
Quiz 7 .................................................
Quiz 8 .................................................
Quiz 9 .................................................
Quiz 10 .................................................
Quiz 11 .................................................
Quiz 12 .................................................
Quiz 13 .................................................
Quiz 14 .................................................
Quiz 15 .................................................
Quiz 16 .................................................

Project (100 points) _________	grade	
Topic_______________________ ….



Core assignments (100 points)	grade	

1. What is teaching? (20 )   ...................
2. Teaching observation. (20) ...............
3. Lesson plan evaluation (20) ..............
4. Teaching reflection (20) ...................
5. Philosophy of education (20) ............

EXAMS (100 points) 		grade	

Midterm (50)………………………..
Final (50)……………………………

Participation	(50)___________	grade	

Chapter posting chapter ____ ………
Discussion posting 1 (10)……………
Discussion posting 2 (10)……………
Discussion posting 3 (10)……………
Discussion posting 4 (10)……………
Discussion posting 5 (10)……………


week/date/on campus meetings/chapter/topic/assignments

week 1	
1/17/04	
orientation	 	 	
chapter discussion assigned

week 2	
1/24/04	
orientation	
1	
Experimental Design	
chapter discussion assigned

week 3	
1/31/04		
2	
Cognitive Development	
What is teaching? assigned

week 4	
2/7/04	 	
3	
Personal, Social and Moral Development	What is teaching? Due 2/7

week 5	
2/14/04		
4	
Individual and Group Differences	
Project assigned

week 6	
2/21/04	 	
5	
Special Education	
Teaching observation assigned

week 7	
2/28/04		
6	
Learning and Cognitive	
Teaching observation due 2/28

week 8	
3/6/04	
midterm chapter 1-8	
7&8	
Knowledge Const. & Higher Level Thinking	

week 9	
3/13/04		
9	
Behaviorism	
Lesson plan evaluation assigned

week 10	3/20/04	 	
10	
Social Cognitive	
Lesson plan evaluation due 3/20

week 11	
3/27/04		
11	
Motivation & 	

week 12	
4/3/04	 	
12	
Cognitive Motivation	
Teaching reflection assigned

week 13	4/10/04		
13	
Instructional Strategies	
project due

week 14	
4/17/04	 	 	
spring break	
Teaching reflection due 4/24

week 15	
4/24/04		
15&16	
Classroom Assessment	
Philosophy of education assigned

week 16	
5/1/04	
final chapter 9-16	 	 	
Philosophy of education due 4/24
Note: skip chapter 14