Education | Educational Psychology
P251 | 5686 | Kristin Kohler


Required Materials:

•Sternberg, R.J. and Williams, W.M. (2002).  Educational psychology.
Boston, MA: Allyn and Bacon.

Course Description & Objectives:

The main objective of this course is to help you learn, understand,
and use educational psychology in your personal and professional
lives.  This course will examine the ways in which students learn and
the ways in which teachers can maximize student learning.  Specific
topics to be covered include student development, student learning,
motivation, classroom management, and assessment.  The lectures,
activities, assignments, labs, and field experiences are designed to
provide you with (1) an overview of theories and research in
educational psychology, (2) practical applications for teaching at
the elementary, middle, and/or high school level, and (3) an
opportunity to develop the skills and characteristics necessary for
good teaching.  This course strives to develop teachers who are
inquisitive, self-reflective, effective communicators, and life-long
learners.

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
http://www.coe.unt.edu/teachertools/ncate/intasc_core_principles.htm.
This course will specifically address five principles by covering
the topics of student development and learning (Principles 2.1A and
2.1B), individual and group motivation and behavior (Principles 5.1A
and 5.1B), and assessment strategies (Principle 8.1A).  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 http://www.indiana.edu/~tep/sixprinciples.html.
Following is a brief description of how this course reflects the six
IU School of Education principles.
Community:  Group building activities during the first week, 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 push
students into seeing themselves more as teachers and less as students.

Critical Reflection:  Using original 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) Should moral education be
part of the school curriculum?, (2) Does television violence
significantly affect the behavior of children?, (3) Can a zero-
tolerance policy lead to safe schools?

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 be pushed to develop their own philosophy
of teaching that integrates their prior experiences, personal
opinions, 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 future contexts.  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.
Additionally, integration of content area knowledge will be
accomplished through the use of examples from the various content
areas.

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

Course Policies:

Respect for Diversity:  Our classroom will be a place where diversity
is valued.  Behavior and language that degrades an individual or
group because of gender, ethnicity, nationality, socioeconomic
status, religion, or sexual orientation will not be tolerated.

Honor Code: 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/

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.

Late Papers & Assignments:  All written assignments must be submitted
in class on the due date.  Late assignments will not be accepted
beyond the day they are due except in the cases of a documented
emergency.  Missed quizzes, tests, and activities will be counted as
zero unless, in extraordinary circumstances, you have made
arrangements with me in advance.
	
Syllabus Changes:  I reserve the right to make changes to the
syllabus as necessary. If changes need to be made, I will let you
know ASAP.

Oncourse: Course materials, including student grades, will be posted
on the Oncourse website (oncourse.iu.edu). Students are expected to
check this site before each class meeting to obtain information about
assignments and readings.

Grading Procedures:

Your grade in this course will be based on your performance on a
variety of tasks:

Participation in Daily Activities (2 pts/day)50
Quizzes (5 quizzes, 20 pts each)100
Midterm Examination 100
Hot Topic Project 100
Philosophy Paper 50
TOTAL POSSIBLE POINTS 400

The maximum number of points available is 400.  Grades will be based
on the total point accumulation as follows:

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


Course Assignments/Requirements:

Daily Activities (2 points/day, 50 points total):  Students are
expected to attend every class, complete reading assignments before
each session, and to participate in group discussions. Participation
is defined as making 2 or more comments in class that contribute to a
meaningful way to large group discussion, as well as participating in
small group activities and discussions. Students who are absent from
class will miss the opportunity to participate and to earn
participation points. Occasional absences may be excused at the
discretion of the instructor. Examples of absences the instructor
would excuse include a death in the family and communicable illness.

Quizzes (5 quizzes, 20 points each; 100 pts total): Quizzes will be
given to assess the degree to which students understand the material
presented in the textbook and in-class activities.
Midterm Examination (100 points):  A midterm examination covering
student development and learning will be given to assess the degree
to which students understand how to apply the material presented in
the textbook and in-class activities to the classroom setting.

Hot Topic Project (100 points):  Students will work in teams of
approximately 3-4 people to research and debate one side of a current
issue relevant to educational psychology.  Please see additional
handout for more information.

Final Paper (50 points):  Students will write a paper of at least 5
pages regarding their personal philosophy about teaching and
learning.  Please see additional handout for more information.  The
paper is due Wednesday, May 4th, 8:00a.m.

Extra Credit (+10 points): As many of you know, January 21st is a
celebration of the birth and life of Dr. Martin Luther King, Jr.  For
this assignment, you are asked to complete two tasks.  First, attend
a community or campus sponsored event that honors Dr. King’s work.
You will need to provide some sort of documentation indicating that
you were at the function.  After attending this event, write a paper
(minimum 2 full pages) regarding the importance of Dr. King’s message
to your professional practice as an educator.   Points will be
awarded based upon the level of reflection and application reflected
in your paper.
Schedule: Class Topics, Readings, & Assignments

UNIT 1: WHAT IS EDUCATIONAL PSYCHOLOGY & WHY IS IT IMPORTANT?
DATE	TOPIC & TEXT CHAPTER	READINGS	ASSIGNMENTS
Mon, 01/12	Syllabus Review 		
Wed, 01/14	Why Teach? 		
Wed, 01/21	Introduction to Educational Psychology	Chapter 1
	Letter of Introduction
Plagiarism Certificate

UNIT 2: HOW DO STUDENTS DEVELOP & HOW DOES STUDENT DEVELOPMENT AFFECT
CLASSROOM LEARNING?
Mon, 01/26	Cognitive Development 	Pgs. 39-61	QUIZ: UNIT 1
Wed, 01/28	Cognitive Development 	Pgs. 61-77	Extra Credit
Due
Mon, 02/02	Personal Development 	Pgs. 78-95	
Wed, 02/04	Social & Gender Identity Development 	Pgs. 95-117
	
Mon, 02/09	Moral Development 		
Wed, 02/11	Debate: Moral Education		DEBATE 1

UNIT 3: HOW DO STUDENTS LEARN & HOW DOES STUDENT LEARNING AFFECT WHAT
TEACHERS DO?
Mon, 02/16	Behavioral Approaches to Learning	Pgs. 230-252
	QUIZ: UNIT 2
Wed, 02/18	Behavioral Approaches to Learning	Pgs. 253-265
	
Wed, 02/25	Cognitive Approaches to Learning	Pgs. 266-286
	
Mon, 03/01	Cognitive Approaches to Learning	Pgs. 286-305
	
Wed, 03/03	Concept Formation, Reason, and Problem Solving
	Chapter 9	QUIZ : UNIT 3
Mon, 03/08	Debate: Television Violence		DEBATE 2
Wed, 03/10	DEVELOPMENT & LEARNING	CHPTS 2, 3, 7, 8, 9
	EXAMINATION

UNIT 4: WHY DO STUDENTS BEHAVE & PERFORM THE WAY THEY DO AND HOW CAN
TEACHERS IMPROVE STUDENT BEHAVIOR & PERFORMANCE?
Mon, 03/22	Inspiring the Unwilling: Motivation 	Chapter 10
	
Wed, 03/24	Video		
Mon, 03/29	Video and Discussion		
Wed, 03/31	Classroom Environment and Management	Handout and
Chapter 11	
Mon, 04/05	Parent As Allies	Handout	
Wed, 04/07	Debate: Zero-Tolerance		DEBATE 3

UNIT 5: WHAT INSTRUCTIONAL STRATEGIES & ASSESSMENT TOOLS SHOULD
TEACHERS CHOOSE IN ORDER TO MAXIMIZE STUDENT LEARNING?
Mon, 04/12	Individual Differences and Learning Styles
	Chapter 4	QUIZ: UNIT 4
Wed, 04/14	Classroom Assessment and Instruction	Chapter 12 &
14	
Mon, 04/19	Standardized Assessments	Chapter 13	
Wed, 04/21	Why Assess? 		
Mon, 04/26	Evaluation Activity		
Wed, 04/28	Catch Up and Wind Down		QUIZ: UNIT 5

M101: Lab & Field Experience
Lab: Wednesday, 2:30 – 3:20, EDUC 1002
Field Experience: Selected Wednesdays, 8:00 - 12:00, to be arranged

Course Description:
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 M101 is for you to merge theoretical principles and classroom
interactions in creating your own teaching style.

Grading Procedures:
M101 is graded as satisfactory/failing.  To earn a satisfactory
rating in this course, you must meet the following requirements:
•	Acquisition of 20 hours in the field
•	Attendance in labs (only 2 missed labs are allowed)
•	A satisfactory rating of field performance by your
cooperating teacher
•	Completion of 7 observation forms

Course Policies:
Your presence in an outside classroom means responsibility.  Because
your behavior influences the teacher’s perception of you and of the
entire teacher education program at IU, you are expected to present
yourself in a favorable way by being prompt, professional, and
courteous.  Please remember that you are a role model for the
students in your classroom.

Course Assignments/Requirements:
You are required to complete an observation/reflection form for each
field experience visit.  You should complete one form during or
immediately following each visit and submit it to me at the next lab
meeting.  The forms will be given to you before your first field
experience visit.

Schedule:
Date:	Topic**:
01/21	Preparing for the Field Experience

01/28	Field Experience Orientation

02/04	Library Orientation
02/11	Development

02/18	Behaviorism
02/25	Process Field Experience
03/03	Cognitive Approaches and Thinking
03/10	Process Field Experience
03/24	Motivation

03/31	Process Field Experience
04/07	Classroom Management
04/14	Process Field Experience
04/21	Assessment

04/28	Wind Down
**Topic dates will likely change when field experience dates are
determined**