Education | Educational Psychology for Elementary School Teachers
P251 | 5956 | Rachel Loftin


Required Text:
Slavin, R.E. (2003). Educational psychology: Theory and practice.
(7th edition).	Boston: Allyn and Bacon.

Additional readings are available on Electronic Reserves and on
Oncourse. Students are responsible for retrieving, printing, reading,
and bringing these articles to class on the days on which they are
assigned.

Course Description: This course is designed to introduce future
teachers to the concepts of educational psychology.

Objectives: Students who successfully complete this course will:

•create a professional teaching philosophy that includes elements
discussed in the course.

•explain some of the major theories of cognitive development and how
they relate to classroom learning.

•understand factors that contribute to students’ development and how
to use this knowledge to inform their teaching.

•discuss and critique the major learning theories and their
application to classroom instruction.

•be aware of standardized assessments and issues associated with
their use.

•develop reliable and valid classroom assessments.

The School of Education’s 6 Principles will be emphasized throughout
the semester. These include: Community; Critical Reflection;
Intellectual, Personal, and Professional Growth; Meaningful
Experience; Knowledge and Multiple Forms of Understanding; and
Personalized Learning.

INTASC Standards:
This course will address the following teaching standards from the
Interstate New Teacher Assessment and Support Consortium (INTASC):

•Principle 2.1: The teacher understands how children learn and
develop.

•Principle 5.1: The teacher understands individual and group
motivation and behavior and how to apply this understanding to create
a learning environment that encourages positive social interaction,
active engagement in learning, and self-motivation.

•Principle 8.1: The teacher understands formal and informal
assessments strategies and their use in evaluating and ensuring the
continuous intellectual, social and physical development of the
learner.

To ensure that these standards are met, each P251 course will include
the following assignments:

1.Create a lesson plan for a specified elementary grade level which
is developmentally appropriate in terms of cognitive, emotional, and
physical maturity and individual differences.

2.Write a personal Philosophy of Education, which reflects an
understanding of child learning and development and the importance of
mental and social well-being to student success.

3.Analyze a teaching observation in terms of motivation, effective
teaching practices, and reflection on goals for personal practice.

4.Write a personal reflection on observed classroom discipline
problems and develop a classroom management plan to address those
concerns, drawing on relevant theory and research.

5.Develop an assessment portfolio for a particular lesson plan which
includes formative, summative, formal, and informal strategies. These
assessments should show an awareness of issues of content, validity,
reliability, and developmental appropriateness.
These 5 requirements will be integrated different portions of the
course and may occur as in-class activities or group work.

Policies:
Attendance- A significant portion of the final grade is based on
participation in class activities. Students who are absent will lose
the opportunity to earn these points and may not earn a passing grade
in the course. Excused absences are granted at the instructor’s
discretion and must be accompanied by appropriate  documentation.
Late Assignments- All assignments are due on the date listed on this
syllabus, unless the instructor modified the due date. Any
assignments not submitted on or before the due date will lose 5% of
the grade for each day they are late. Missed exams will be scored as
0. Exceptions will be granted only when arrangements are made in
advance with the instructor and only for extraordinary circumstances.
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. It is recommended that students set the
Oncourse e-mail option to notify their IU account when mail is
received through Oncourse. Readings will also be posted on E-reserves
(ereserves.indiana.edu/). The password is “psychology”.
Academic Dishonesty- The instructor will follow University policy for
academic dishonesty. All students are required to complete the
University’s quiz on academic dishonesty.

Assignments and Exams:
Participation (75 points)- 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.

Resource Notebook (100 points)- By the second week of class each
student will purchase a 3-ring binder and begin to assemble materials
that will be useful for teaching. Elements to be included in the
notebook are listed on the rubric for this assignment.

Web Discussion (75 points/ 25 each)- Students will participate in 3
web discussions about teaching philosophy by posting a minimum of 2
thoughtful comments for each discussion.

Small Group Teaching (75 points)- Students will be assigned to small
groups and will teach certain educational psychology concepts to the
other members of their group. Teaching sessions will last
approximately 15 minutes.

Exams (175 points/ 75 point midterm, 100 point final)- The course
will include 2 exams. Each exam will consist of multiple choice,
short answer, and essay questions. Content may include material
presented in the text and other readings and in class.

Grading Procedures:
Grading rubrics for each assignment will be posted on Oncourse and
discussed in class before work is completed. Students who earn their
participation points and complete assignments according to the
rubrics will do well in the course. Assignment grades will be posted
on Oncourse. Final grades will include the following points:

Participation 	 75
Resource Notebook  100
Web Discussions	 75
Small Group Teaching 75
Exams  175
						

TOTAL POSSIBLE POINTS 	500


The maximum number of points available is 500. Final grades will be
assigned based on the percentage of points accumulated as follows:

A+	97-100%		
A	93-96%	
A-	90-92%
B+	87-89%
B	83-86%
B-	80-82%
C+	77-79%
C	73-76%
C-	70-72%
D+	67-69%
D	63-66%
D-	60-62%
F	59% & below


Course Schedule
Date		Topic					
Readings and Assignments
What is Educational Psychology? Why do I need to know about it?	

M 1/12/04	Syllabus Review;
Academic Dishonesty	

W 1/14/04	University Policies;
What is Educational Psychology?	Chapter 1

M 1/19/04	MLK Day- No Class	Field Experience introduction
letter due

W 1/21/04	Effective Teaching;
Consulting Research	Chapter 1;
Macmillan, 2004 (Eres.)
First Web Post Due
How do children develop and learn?
How can we use theories
to teach effectively?	

M 1/26/04	Developmental Theories:
Cognitive Development	Chapter 2

W 1/28/04	Developmental Theories: Cognitive Development
	Chapter 2

M 2/2/04	Personal, Gender, Sexual and Social Development
	Sigelman, 1999 (Eres.);
Additional reading may be assigned

W 2/4/04	Moral Development and Developmental Risks
	Reading will be assigned

M 2/9/04	Learning Theories; Behaviorism	Chapter 5, 136-143
Reading Journal Due

W 2/11/04	Operant Learning Theory; Behavior Analysis
	Chapter 5, 143-167
Pepperberg, 1999 (Eres)

M 2/16/04	Information Processing Theory	Chapter 6, 170-187

W 2/18/04	Cognitive Theories	Chapter 6, 188-215

M 2/23/04	Student Centered &
Constructivist Theories	Chapter 8

W 2/25/04	Effective Lesson Planning
	Reading Journal Due
Chapter 7

M 3/1/04	Review and Synthesis	

W 3/3/04		Midterm Exam
	What kinds of assessments are used in schools?
What are tests really measure?
How can we assess learning?
How will my teaching be assessed?	

M 3/8/04	Intelligence	Chapter 4, 125-130;
Additional reading will be assigned

W 3/10/04	Assessment of Classroom Learning	Chapter 13,
455-479

M 3/15/04	Spring Break- No class	

W 3/17/04	Spring Break- No class	

M 3/22/04	Standardized Assessments	Chapter 14

W 3/24/04	Education Policy and Assessment	Readings on Oncourse;
Kauchak & Eggen, 2003 (from Ereserves)
Midterm Web Post Due

M 3/29/04		Group teaching

W 3/31/04	No Class- NASP	
	Why is classroom management important?

How is motivation related to classroom management?
How can these techniques increase teacher effectiveness?	

M 4/5/04	Classroom Management:
Proactive Techniques	Everston, Emmer, & Worsham, 2003 (Eres.)

W 4/7/04	Classroom Management:
Reactive Techniques	Reading Journal Due
Reading will be assigned

M 4/12/04	Theories of Motivation	Chapter 10

W 4/14/04	Techniques to Increase Motivation	Article on
Oncourse

M 4/19/04	Planning Classroom Wide Behavior Support
	Articles on Oncourse

W 4/21/04		Group teaching
	How will my classroom look?
What kind of teacher will I be?	

M 4/26/04	Classroom Environments	Reading will be assigned

W 4/28/02	Teaching Philosophy;
Review/Synthesis	Resource Notebook, including final Reading
Journal Due
		Final Exam