Education | Educational Psychology
P251 | 5860 | Craig Jackson


Course Purpose
This course acknowledges that teaching and learning are, and always
have been, an integral aspect of human interaction. All people teach,
all people learn. Individually and in collaborative groups, you will
investigate the application of educational psychology principles to
teaching and learning. You will develop a foundation of knowledge and
experiences that will help you in making sound decisions as a
professional in the field. In this class, you will learn about the
cognitive, social, emotional, developmental, motivational, and
contextual factors that impact teaching and learning.
These educational psychology concepts will be tied to classroom
applications such as behavior management, teaching methods, testing,
and motivating students. It is my belief that through a deep and
critical understanding of educational psychology theory and how it
relates to the practice of teaching you will become more aware of
your students, the classroom, and how to best support their learning
process. A central goal of this course is to bring together research
and practice, arming you with theoretical and practical tools so that
you can be a great teacher.

Course Overview
Intro: The Professional (That’s You!)

•Educational Psychology (Chp. 1)

•Expert Teachers and Decision Making

•Educational Psychology Research

Unit 1: The Kids

•Cognitive and Linguistic Development (Chp. 2)

•Personal, Social and Moral Development (Chp. 3)

•Individual Differences; Gender Roles, Intelligence, and Learning
Styles (Chp. 4)

Unit 2: The Theories

•Behaviorist Theory of Learning (Chp. 9)

•Cogninive Theory of Learning (Chp. 6 & 8)

•Social Cognitive Theory of Learning (Chp. 10)

•Situated Cognition Theory of Learning (TBA)

Unit 3: The Classroom

•Motivating Students (Chp. 11 & 12)

•Instructional Strategies (Chp. 13)

•Classroom Management and Effective Environments (Chp. 14)

•Assessment, Grading and Standardized Testing (Chp. 15 & 16)
______________________________________________________________________
Resource Materials
Textbooks:
Ormrod, J. E. (2003). Educational Psychology: Developing Learners
(4thed.).Upper Saddle River, New Jersey: Prentice-Hall.
Course Packet: Available at Collegiate Copies, 1434 E. Third Street,
339-3769.
Oncourse Website: http://oncourse.iu.edu. . . use your IU
username/password, and follow link to P251 (not M101).

Course Policies
Equal Opportunity Classroom
No one will be discriminated against for any reason, including
gender, race, sexual orientation, religion, ethnicity, language
spoken, differing opinions, physical or mental differences, by the
instructor or by any member of class. I believe collaboration is one
of the greatest assets of learning and teaching. As professionals, we
will be discussing a number of important, and sometimes delicate,
issues in class. To maintain an open and non-threatening environment,
everyone must each person with respect and dignity.
Academic Integrity and Student Rights, Responsibilities and Conduct
As an educator, you will unfortunately have to deal with an
occasional student that attempts to gain credit falsely through
academic dishonesty. Naturally, you cannot permit deceitful
practices, and in turn, I expect you to show integrity in all of your
academic work as well. All university policies for academic honesty
as stated in the Undergraduate Bulletin apply in this course. If you
are unfamiliar with any of these, make yourself familiar with them
immediately. In addition, all guidelines stated in the student code
of rights, responsibilities and conduct will be expected and applied
in this course. You may download the code at
http://campuslife.indiana.edu/Code.

Adaptations or Modifications
Please let me know within the first week if you require adaptations
or modifications to any assignment, exam procedure, or due date
because of special circumstances. I will gladly accommodate religious
holidays, learning disabilities, or other appropriate needs if you
let me know in advance.

Prepared and Alert Attendance
The attendance of each person is critical. Regular attendance and
alert participation are expected by the School of Education as part
of your requirements for graduation. You are allowed 4 unexcused
class absences (two weeks of classes) during the semester to
accommodate any problems that may arise. Any absences that have
documented and warranted circumstances will not count against this
total. If you are going to miss a class, please e-mail or call
beforehand to make appropriate arrangements.  There are many
holidays, religious and otherwise, distributed over the course of the
semester.  I am certainly willing to work with you to accommodate
these times, ahead of time.  For an overview of IU policy, see
http://www.indiana.edu/~deanfac/holidays.html#acc.

Reading
Due to the technical nature of this material, independent reading is
a necessity to be prepared for our daily discussions and discussions
of current educational topics. As you read, learn the “ed language,”
generate questions, and form your own opinions. Teachers talk about
these things during their prep hours (and in job interviews); you’ll
be doing the same in our class. All of us have a responsibility to
come to class prepared so we can dive into interesting and
provocative discussions. See the course calendar for reading
assignments and dates.

Contesting a Grade
If you wish to contest a grade, please send me an e-mail detailing
your reasoning within 48 hours of receiving the grade. This will
allow both of us to think, reflect, and discuss the matter without
taking away class time from other students.

Late Work
All assignments must be sent to me electronically and are due by the
start of that day’s class. Please be careful to get work in on time,
as any late item will automatically lose 5% of the possible points
for each day that it is late.

Is this the place for you?
This course emphasizes participation, collaboration, and discussion
with your peers, intensive field work and reflection, and it requires
several hours per week for reading and homework. Consequently, if you
depend heavily on lectures, prefer to work alone, or do not have
adequate time for reading and assignments or to commit to reflecting
on field work, this may not be the class for you. Most students agree
that this 5 credit course combination is not the class to take when
your schedule is already tight with work, school and personal
commitments.

Changes to the Syllabus
I reserve the right to change the syllabus as deemed necessary to
ensure adequate student progress. Any changes will be made in class,
based on student input and general class agreement.

Course Requirements
Portfolio Components (see following pages for further description)
Personal Choice Project (70 points)
Philosophy of Education  (50 points)
Resume (see M101)(P/F)
Letter of Introduction (see M101)(P/F)
Field Experience Journal & Assignments (see M101)(P/F)
Final Portfolio (20 points)
Quizzes/Tests/Performance(see following pages for further
description)
Quiz Sites (best 4 of 5): 60 points (15 pts each)
Midterm Examination (100 points)
Final Examination (100 points)

General Grading Guidelines

A (Extraordinary 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 application.)

C (Satisfactory quality of work; average level of synthesis and
application.)

D (Minimally acceptable performance.)

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

Assessment Description
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 your 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 M101 Lab Syllabus for the following Portfolio components:
Resume
Letter of Introduction
Observation Journal/Reflections
The following are the P251 Portfolio assignments:
Personal Choice Project (choose ONE of the five) (70 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 your progress, so be creative and enjoy.

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.

•Whichever of the above you choose, 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

•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 them about 3 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. 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 4 page intro article. (attach the research articles)

4) Build a Better School

•Better schools can 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 …)
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) Creative Choice

•You can also choose your own personal project. You get to be
creative and make something that you think would be really cool.
Maybe make a TV add about a new type of instruction or build a
website. You could even make a movie. The important point is that you
integrate theories from book and show how they can inform the
practice of teaching and learning. First clear your project with the
instructor before you begin.

Philosophy of Education Paper (50 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
educator?

After a semester of experience and learning, you will be armed with
powerful information and tools. Of course, how you incorporate Ed
Psych tools into your teaching persona is entirely up to you. Take
time to reflect on how your feel about the concepts you have learned
thus far and how you will use them to be an effective educator.
Reflect on why you want to teach, how you will teach and what you
believe are the most essential elements of teaching, learning and
education. Synthesize what you have learned about how students learn
and develop, strategies for effective teaching, motivation,
management, etc. Your personal philosophy should be supported by
specific theories and concepts studied in this course.
Professional Portfolio (20 points)

The portfolio assignment provides me an authentic outcome measure
with respect to your experience, and provides you with an authentic
and integrated product that demonstrates your abilities to a future
employer. In this way, the professional portfolio helps you prepare
for professional job-hunting, and provides an opportunity for you to
define your professional goals and package them to share with future
employers. You will be responsible for combining your professional
work into an integrated product, including some kind of binding,
letter of introduction, tabs for easy reference, table of contents,
etc.

Quizzes and Exams
Oncourse Quizzes (60 points, 15 points each)
Oncourse is a website that allows us to communicate and work outside
of class. IN addition to having class announcements and e-mail
(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 WWW access. Instead of a larger in-
class exam, you will be taking 4 smaller, incremental quizzes on
Oncourse. (There are 5 quizzes, but you may drop the lowest score, or
not take one.) These quizzes are spaced to each cover approximately
two chapters. Open-book quiz taking is allowed and encouraged. My
goal here 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. IN fact, I have set up the Oncourse
quizzes to allow you to retake each quiz until you achieve 100%
mastery. I will demonstrate in class how the site works (it’s very
basic) and after that you may take each quiz on your own schedule. To
ensure that the class stays together on readings and quizzes, there
is a deadline for taking each quiz. As of 9:30am (classtime) on the
due date, the individual quiz will be closed. Please be careful to
not put off taking the quiz. If the deadline has passed and you have
not taken it, it will count as your one score to be dropped.
Midterm and Final Examinations (100 points each)

There will be a midterm that covers the first half of the class,
including assigned chapters of text, all class notes, student
discussions, and activities. The final exam will subsequently cover
the remaining chapters, notes and discussions from the second half of
the course. The format will be a combination of multiple-choice,
short-answer and essay questions. 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.

Indiana University School of Education Principles and INTASC Core
Standards
The IU School of Education provides a core of six principles as a
framework for the development of education classes. P251, Educational
Psychology for Middle School 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:
http://education.indiana.edu/~tep/elemed/praxis.html

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: http://www.ccsso.org/intascst.html
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 develop)
Evaluation Criteria: 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 developmental exam questions.

Principle 2.1 B (Understands how children learn and develop)
Evaluation Criteria: 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)
Evaluation Criteria: 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. Finally, motivation questions will be included
in the final examination.

Principle 8.1 A
Understands formal and informal assessment strategies
Evaluation Criteria: Several methods will address assessment
strategies. Students will help create rubrics and criteria for
grading course assignments. Students will complete an ILF
observational activity based on assessment in which they will create
a rubric, grade student artifacts, and discuss their observations.
Finally, students will participate in creating their final exam
questions.

Course Calendar

Class Dates  Due Dates/Tests/Guests  Read before class:	Discussion
Topics

Jan 13 -- Syllabus Class Overview
15 --Ch. 1 Ed. Psych; Expert Teachers
20 Resume due (in lab) -- Research Methods
22 Letter of Introduction due (in lab) -- Broad Theoretical Overview
27 Oncourse Quiz (ch. 2,3) Ch. 2 Piaget
29 ---- Vygotsky, Language

Feb 3 -- Ch. 3 Social Development
5 -- Moral Development
10 Oncourse Quiz (ch. 4,9) Ch. 4 “Intelligence,” Learning Styles
12 -- Gender, Students at Risk
17 -- Students at Risk
19 -- Ch. 9 Behaviorism
24 -- Behaviorism
26  Midterm Exam

Mar  2 -- Ch. 6 Cognitive Theory
4 -- Ch. 8 Memory, Complex Thinking
9 -- Ch. 10 Social Cognitive/Situated Theory
11 Personal Choice Project dueCh. 12 Review
16 SPRING BREAK
18 SPRING BREAk
23 Oncourse Quiz (ch. 10,12)Ch. 12 Motivating Students
25 -- Motivating Students
30 -- Ch. 13Instructional Strategies

Apr  1	Philosophy of Education due -- TBA
6 Oncourse Quiz (ch. 13-14) Ch. 14 Classroom Management
8 -- Classroom Management
13 Ch. 15 Assessment
15 Oncourse Quiz (ch. 15,16)Ch. 16 Assessment
20 -- Review
22 Professional Portfolio due--Review
27 Free Week	
29 Free Week