Education | Educational Psychology Applied to The Secondary Grades
P254 | 5764 | Tony Minich


Required Texts:

1.Woolfolk, Anita. 9th Ed. ISBN:  0-205-39326-8 (Course Content and
tests will be based out of this book.)

2.Woolfolks Study Guide: ISBN: 0-205-39553-8 (We will be using this
for in class activities.)


Course Philospophy:

Educational Psychology is the study of psychology applied to
learning, development, testing and classroom management.  You should
leave this course with knowledge and understanding of many of the
important terms and names used in educational psychology. Among the
major areas that we will cover are: (1) Cognitive and Moral
Development (2) Testing and Psychometric testing applied to school
settings and (3) How to apply educational psychology to writing a
lesson plan and actually teaching in the classroom.  These three
major items, hopefully, will benefit you when you ultimately work in
the field of education and when you take exams for licensure.

It is my personal belief that no education class can teach you to
teach.   I will not pretend to do or think that either.  You will
learn by doing. The probability is that you will learn –literally—
two times more knowledge in your first year of teaching than all of
your education classes combined. However, the “tool box” of formal
educational knowledge and lesson planning skills will help you
survive your first year and will help you throughout your career.

Attendance Policy:

I will do my best to make class time worth your while and would ask
that you help me to do this.  However, you are still required to
arrive to class on time.  You are allowed to miss two classes.  After
that, for every class that you miss, you must write a four-page,
double-spaced paper on the topics that were covered that day and it
will be due within one week from the time you missed the class.
Please do not be late to class out of respect for me and your
classmates –just do not do it.
ON GRADING:

Like most teachers, I generally hate giving letter grades and it
always seems to change the dynamic of a classroom. While it may be
more objective to simply give an employer or grad school your work,
somebody out the university to want me to create some kind of grade
distribution.  However, I encourage you to pride yourself in things
that you can present to employers or others that emulate yourself.
For example, show people stuff from your classes whether it is your
photography portfolio, the physics problems you solved or the house
that you designed. Show them your lesson plans. Show them how you can
inspire students or instill a curiosity in them. In the mean time,  I
will do all I can to make the content more interesting than the grade
and I will ask for your help. We make the class –not just the teacher.

On that note, I will say that historically I have never given out all
As in a class.  I am still hoping that I can do this someday, but the
students must indeed earn their grades. As a reward for earning
knowledge and/or skill rather than a grade, you will be rewarded with
a feeling of self-efficacy. The good news about focusing on learning
is that, as I can almost promise you, your career will fall into
place with much happier and better results than if you went through
college focused on grades. If you focus on grades, you might not even
learn what it is that you like to do in life –and that is no fun at
all.

Ultimately, I am asking you to take responsibility for your own
learning.  I cannot teach you anything.  I am your resource and I
will do my best to make your spent money and portion of your life in
my class to be worth while. …enough then… here is what you’re really
interested in hearing…

Assignments and The Less-than-Entertaining and Evil Point scoring
system:

Participation: (5% of your grade)

You will grade yourself on participation. You will grade 70% of your
score and I will grade 30%. Your participation will be graded based
on the following rubric attached to the back of this syllabus.

The Reading Material and on-line quizzes (10%):

We will aim cover one chapters per week.  According to the schedule,
you will be required to take on-line quizzes for each of these
chapters that we cover.  You will take the quizzes independently and
alone and you will have three opportunities to take each individual
quiz using your notes and book. Only your highest score will count.
There will be a quiz (containing approximately 15-30 questions) for
each individual chapter. The quizzes (I hope and suspect) should be
easy for you as you can use your text and will have unlimited time.

Ed. Psych. Lesson Plan, Presentation, and Paragraph on Ed Psych
Project (20%):

Your unit must consist of three lesson plans, it must cover a
particular unit topic of your choice and the unit must integrate the
following state standards into the unit:
http://www.doe.state.in.us/standards.

You will work in groups of two or three on this project. You
will “teach” to us during lab times using a particular educational
psychology concept or teaching methodology.  Each group will be
assigned their own specific teaching method. For example, ‘group one’
will implement a behaviorist approach to learning in their lesson
plan, ‘group two’ will use a constructivist approach and so forth.
With your lesson plan, you will include two to three paragraphs on
how your lesson plan utilized the particular educational psychology
theory assigned to your group.

Behavior Management Problems (5%):

From your observations, observe and record 3 of the most difficult
behavior problems that you observed.  For each of these, you will be
required to pose 3 independent solutions for the behavior.  You will
be graded qualitatively on how tough your problems are and how
thoughtful your solutions are.  Show me some citations for the
solutions to the problems.  Ultimately, we will all bring these to
class and share them with one another.

Three  Exams 45% (15% Each):

The Exams will consist of two parts.  The first portion will be a
take-home. It will consist of 1-2 case-study essay questions --based
upon the PRAXIS-- of which you can select any two of these to
answer.  You will answer them concisely in only 3-4 ‘to the point’
answers based off the course content. The other portion of the exam
will be held in class and will consist of 35 multiple-choice
questions and 15 points of free response or fill in the blank
problems.  It will be closed book and closed note. In such a case
that you experience severe test anxiety, send me an email so that we
can discuss it in private.

A “Creative” Project of your Choice (10%)
This is an opportunity for you to create something that you can use
in the classroom.  It is something that you will present to the rest
of the class and hopefully something you intrinsically feel
passionate about.  You will submit with your project a rubric on how
you wish to be graded on this particular project.

The project must relate to the course or to a lesson or an area that
you want to teach.

It could be, just for example:

•An educational song (ie: I actually wrote a guitar/harmonica song
for a course for helping students remember… I didn’t plan on
incriminating myself to my ed. Psych class, but if you do well
enough…)

•A short children’s story –about developmental stages, life, growth,
learning mathematics, etc.

•A collection of Educational Jokes or Appropriate Jokes that you can
tell students plus 3 paragraphs on how humor effects a classroom
based on any research you find.

•or psychology in a political comic?  If it is good enough, you could
submit it to IDS.

•A Web Design Project –Look at IU’s “Intelligence site”  Can you
create a site that you could use for your own website for your
students to look at.. What about an interactive concept map for one
of the chapters.

•A Film on the stages of training your or a friend’s pet –this could
be on a team or individually done.  Make a video of your pet being
trained. Show how your dog is responding to an unconditioned response
and later to a conditioned response. How is your dog learning?  Teach
us about behaviorism.

•Anything of your choice or anything that you feel inspired to do.

REQUIRED: You must take a RISK on this.  Go out on a limb and try
something that you really dream about trying.  Some people have
dreamt of writing a children’s book or a cool lesson plan.  Inspire
us. Do not kill yourself. While doing this project think”, If I were
doing this out of intrinsic motivation and not for a grade or if I
were doing it for my classroom –what would I do?” That is all that is
expected of you on this project. These will be due at various points
throughout the course.  We will pass around a sign-up sheet.

Reflection Form from M101 Class (5%):
You will have a form / reflection paper to fill out that shows me
what content from the course or text that you observed from in your
classroom. This is not a long, drawn-out project; it is simply a
short 2-3 page form something to help you be aware of how some of the
learning theories are occurring in your classroom.

A few miscellaneous things:
-If you know that you are going to miss a class, please email me
ahead of time.
-Keep a second copy of your materials /either a hard copy or digital
copy for your own records. If, for some reason, I cannot find an
assignment that you turned in, I will hold you accountable to give me
a second copy.


Lesson Plan 	
Online Quiz Questions 	
Misc Projects/Activity		

Class 1: Monday,  1/12/ 04	
n/a				
Course Overview/Std Tests Ch 14

Lab 1 Wed 1/14/04	
n/a			
Lecture / In class worksheet	
Class Assessment Ch 15

Class 2: Wed,  1/14/ 04	n/a			
Lecture/ In class discussion	
Stand Tests Ch 14/ Ch 15
(No class on
MLK Day the 19th)

Class 3: Wed,  1/21/ 04	n/a				
For the sake of lesson plans –what are they? What is Blooms? / More
on Class Assessment Ch 15

Lab 2: Wed 1/21/04	n/a	
Chapt 14 Due		
In Class Activity: Write an exam/ Sniffy the Rat	
More on Class Assessment / Intro to
Behaviorism Ch 6

Class 4: Monday,  1/26/ 04	n/a			
In Class Activity: Explain how Cassie, my dog is learning. A HAIRY
GUEST!	Behaviorism Ch 6

Lab 3:Wed 1/28/04	n/a			
In Class Activity: conceptmap using free thinking “What is learning
in the mind?”	Cognitive models Ch 7

Class 5: Wed,  1/28/ 04	_____________ &
_____________	Chapt 15 Due		
Group 1 DUE:Lesson Plan Using Behavioristic Learning Model
	Cognitive models Ch 7

Class 6: Monday,  2/2/ 04	n/a			
Complex Cognitive models Ch 8
Lab 4Wed 2/4/04	n/a			
Group 2 DUE: Lesson Plan Using Cognitive Learning Models: Discovery
Learning p280	Complex Cognitive models Ch 8

Class 7: Wed,  2/4/ 04	n/a	
Chapt 6 Due			
Complex Cognitive models Ch 8

Class 8: Monday,  2/9/ 04	n/a		
Constructivism: Ch 9

Lab 5 Wed 2/11/04	_____________ &
______________	Chapt 7 Due		
Group 3 DUE: Lesson Plan Using Exposition (282)
More on Constructivism: Ch 9

Class 9: Wed,  1/11/04	n/a			
All Students DUE:  1 simple paragraph on notebook paper about what
your creative project will be.	
Chapter 10: Motivation

Class 10: Monday,  2/16/ 04	n/a	
Chapt 8 Due			
Exam #1: 35 M.C., 3 Short Answer (in class, closed book)
1 Take-Home Case Study.

Lab 6 Wed 2/18/04	
_____________ &______________			
Group 4 DUE: Lesson Plan Using
Problem Solving 284	
Exam Review/Lecture

Class 11: Wed,  2/18/ 04	n/a				

Class11b: Monday, 2/23/04				
Chapter 2: Development

Lab 7 Wed 2/18/04	_____________ &
______________			
Group 5 DUE: Lesson Plan Using
Social Constructivism Model/ situated learning
	

Class 12: Wed,  2/18/ 04	n/a			
Chapter 2: Development

Class 13: Monday,  2/23/ 04					
CH 3: Emotional/Moral Development

Lab 8 Wed 2/25/04	_____________ &
______________			
Group 6 DUE: Lesson Plan Using
Ausabel Advanced Organizer (Conceptmap)	CH 3: Emotional/Moral
Development

Class 14: Wed,  2/25/ 04					
CH 3: Emotional/Moral Development

Class 15: Monday,  3/1/ 04					
CH 4: Learner Differences

Lab 9 Wed 3/3/04	_____________ &
______________			
Group 7 DUE: Lesson Plan using expository	
CH 4: Learner Differences

Class 16: Wed,  3/3/ 04					
CH 4: Learner Differences

Class 17: Monday,  3/08/ 04					
CH 11: Classroom management

Lab 10 Wed 3/10/04	_____________ &
______________			
Group 8 DUE: Lesson Plan Using Debate (Constructivism)	

Class 18: Wed,  3/10/ 04					
Class 19: Monday,  3/15/ 04	Spring break
	

	

Class 21: Monday,  3/22/ 04				
Group 9 DUE: Lesson Plan Using role play (during class) 	
CH 12: Teaching for Academic Learning

Lab 12: Wed 3/24/04				
Group 10 DUE: Lesson Plan Using recipricol teaching
	

Class 22: Wed,  3/24/ 04					

Class 23: Monday,  3/29/ 04					
CH 13: Creativity, Self Regulation

Lab 13:Wed 3/31/04				
Group 11 DUE: Lesson Plan Using Authentic Learning (can you take us
on a field study?)	

Class 24: Wed,  3/31/ 04					
Ch 12 Creativity, Self Regulation

Class 25: Monday,  4/5/ 04					
Exam #2: 35 M.C., 3 Short Answer (in class, closed book)
1 Take-Home Case Study.

Lab 14: Wed 4/7/04				
Group 12 DUE: Lesson Plan Using  KWL	

Class 26: Wed,  4/7/ 04					
Ch 5: Culture and Community.

Class 27: Monday,  4/12/ 04					

Lab 15 Wed 4/14/04				
Group 13 DUE: Lesson Plan Using Inquiry pg 329	

Class 28: Wed,  4/14/ 04					

Class 29: Monday,  4/19/ 04				
ALL! DUE: Behavior Management Plan Due 	Sharing Behaviors Problems

Lab 16 Wed 4/19/04					
Sharing Behavior Problems

Class 30: Wed,  4/19/ 04					
Guest Speaker in School Psychology

Lab 17 Wed 4/21/04				
Group 15 DUE: Lesson Plan Using Problem based Learning PBL	

Class 31: Wed,  4/21/ 04				
All Students DUE: Creative Projects. 	
Sharing of various projects

Class 29: Monday,  4/26/ 04					
Exam #3: 35 M.C., 3 Short Answer (in class, closed book)
1 Take-Home Case Study.

Lab 16 Wed 4/26/04				
ALL STUDENTS! DUE : Reflections Sheets on Observations and experience
	

Class 30: Wed,  4/28/ 04					
Exam Review /Wrap up loose ends!