Education | Web-Based Educational Psychology
P254 | 0834 | Kenin Krieger

1.Textbook: Ormrod, J. E. (2000). Educational Psychology: Developing
Learners. (3rd ed.).Upper Saddle River, NJ: Prentice Hall.

This book can be obtained from the TIS Bookstore. For those students
not in the Bloomington area, TIS can arrange to send the text to you.
They have a toll-free phone number especially for distance learning
students: 1-800-238-1229. You can also email them at

2. Course Packet: Available at TIS as well.

P255 Course Meeting Place:

M1/201 Course Meeting Place:

The primary purpose of this course is to expand your understanding
and knowledge about educational psychology and its role in the
classroom. In almost every educational experience both formally and
informally, psychology is involved in some way. As we address the
various facets of the literature, you will come to understand how and
why educational psychology is a part of each and every learning

Through this course, you will survey the literature, which introduces
major concepts, theories and issues in the field, as they relate to
human learning and development. This information will help you in
formulating answers to such questions as-¡§How do students learn?¡¨
and ¡§How can I stimulate and further learning in my own classroom?¡¨
as well as ¡§What is teaching really like?¡¨ and ¡§Do I really want to
become a teacher?¡¨

The overarching goal of this class is to help prepare you as a
teacher and professional. The concepts that we will cover in this
class will be tied to the classroom so that you may enhance as well
as cultivate your knowledge and skill base for future use in your own
classroom and professional life. I also hope to encourage and foster
your own personal development, as you undertake one of the most
important roles in our society-that of an educator.

1.To develop professionalism as an educator.

2.To gain an understanding of theories, concepts and ideas in
educational psychology.

3.To apply these theories in your professional life.

4.To gain a solid foundation of knowledge in student development and
diversity as well as learning and understanding the instructional

Participation and Attendance
There is not a traditional meeting time for our web-based course. You
are expected to make regular postings on Oncourse for each unit and
turn assignments in when they are due according to the schedule.
Participation is required for this course and is part of your grade.
Postings, discussion questions and general correspondence may all be
found and made on Oncourse ( The lab
section¡¦s assignments may be found at this place as well. You may
familiarize yourself with this educational tool by utilizing the
tutorial (for the IUB campus). The course outline for the lab section
of the course can be found in your M101/201 lab section on Oncourse.

You are responsible for the assigned readings PRIOR TO the dates that
they are covered in class. So, please be prepared and ready to
participate in the learning process. Check the unit outlines on
Oncourse for further details.

I also expect that ALL assignments for P251/4 and M1/201 be turned on
by their due date. I will not accept work late unless you have an
EXCUSED (sickness or death in the family) absence. I understand that
computers crash, homework gets lost, etc., but I still expect you to
turn in work by the date and time that it is due. I suggest that you
back up all of your work on disk and in your CFS locker so that
problems do not arise for you later. If Oncourse is down for some
reason, or we have any kind of technology failure, I will not count
work as late. This exception is only made for technology problems.
You will be expected to post your ideas at least 2-3 times weekly in
order to receive full credit for participation each week in class and
2 weekly in lab.

Facilitating Discussions
Each student will be a ¡§facilitator¡¨ for the course discussions for
one unit in both lab and P251/4. There may be more than one
facilitator and wrapper (see below) for each unit. If this is the
case, the duties will be shared equally and determined by the
facilitators/wrappers. When you are facilitating the discussion, you
will be assessed on your

1.ability to ask relevant, thoughtful and meaningful questions,

2.which further the class discussion. Also, you will need to

3.provide feedback/questions/thoughts on a regular basis
for that unit at least every other day if not more in order to
receive the full credit. You have a lot freedom to determine how you
would like to structure your questions, feedback, etc. as long as it
is professional and relevant for the unit that we are covering that
particular week. I will assign participation points for this

Each student will also be a ¡§wrapper¡¨ for a unit. Therefore, each
student will have the opportunity to be the facilitator and wrapper
once each time for both lab and class. These roles count toward your
overall participation grade. I will assign the roles after the first
week for lab and P251/4. This way, you may observe what I do during
the first week and throughout the semester in terms of discussion and
closing units. In sum, I will always post unit questions, but it is
the facilitators who will pose initial reactions and questions while
wrappers will post final thoughts and summarize the unit. Wrappers
are responsible for synthesizing discussions and incorporating
creative, analytical, and practical-thinking skills into the
classroom by following these main points:

1.Main concepts for the unit;

2.Things to think about; and

3.Questions for future learning.

**For class P251/4 the wrapper will do a mini-wrap of the Unit on the
final Wednesday of the Unit by 5pm, and a final wrap by Friday at
5pm. The mini-wrap will leave time for final thoughts and questions
before the end of the Unit.

**In lab the mini-wrap occurs by Tuesday at 5pm and the final wrap is
due Thursday by 8am.

Your weekly participation grade will still depend on your
participation, but your facilitator/wrapper roles will lower or raise
that grade depending on how to do in relation to the above stated
criterion. These roles are in addition to your being a student who
participates in the class.

Thoughtful Exchange
Your participation in this course goes beyond the frequency or
quantity of your contributions. The thoughtfulness and quality of
your postings will be the most important factor. Consider the
following scenarios below.

Alan ¡§GOOD¡¨ student: Alan posts to the forum quite often. In fact, he
has posted more times to the forum than any other person in the
class. However, his postings are typically quite brief and include
phrases such as: ¡§good job!,¡¨ ¡§sounds good to me¡¨ and ¡§I agree.¡¨

Thelma ¡§BETTER¡¨ Student: Thelma is a good student but often doesn¡¦t
take the time to think critically about the issues that are being
discussed in the forum. Her postings in the forum tend to be quite
long. They usually summarize ideas that have already been contributed
to the discussion without adding new insight. In fact, her postings
rarely contain any new ideas, most students just skim her
contributions and rarely does anyone comment on her postings.

Anne ¡§BEST¡¨ Student: Anne contributes frequently to the course
discussion. It is obvious that she has carefully thought about the
issues that are being discussed. Her comments to others postings
provide a good critique of their ideas and often take the discussion
to the next level by sharing her own perspective. Anne incorporates
creative, analytical, and practical-thinking skills into her
discussion postings. She also is careful not to make blanket
generalizations and often uses citations from the literature to back
up and support her ideas.

Because of the nature of this course, you must make weekly
contributions to the course and keep up with the assignments in order
to have a successful course. You will receive credit toward your
participation grade if you have responded in a thoughtful and timely
fashion each week (not posting the night before the end of a unit,
etc.). If you do not post every week 2-3 times and contribute to the
discussion, this will most definitely have a negative effect on your
overall participation grade.

*In sum, I will assess your participation on a weekly basis by
utilizing a good, better, best system as outlined above. You will
receive an ¡§A¡¨ for best postings, a ¡§B¡¨ for better postings, and
a ¡§C¡¨ or for good level postings on a weekly basis. You will receive
a ¡§D¡¨ or lower for not posting. The average of these weekly grades
will factor into your final grade as well as your successful
completion of the facilitator/wrapper roles.  I will also reserve 5%
of your grade to be assessed at the end of the semester. You will
receive these 5 full percentage points if your participation has been
consistently ¡§A¡¨ work for the entire summer. You will not receive the
points if you have not participated on average at the ¡§best¡¨ level.

This is an important part of our course. You will be required to read
the guidelines provided by the IU School of Education on netiquette
at during the
first week of the course.

Missed/Late Assignments
All written work assignments are due by assigned dates for P251/4 and
M1/201. Any assignment that is not turned in on the date that it is
due will be lowered 10% for every 2 days that it is late. Class
assignments that are not turned in will be counted as a zero unless
the student has official documentation about the extraordinary
circumstances that prevented the student from completing the
assignment on time. Work will be turned in to my desk on the 4th
floor unless you are not in Bloomington.

You will turn in assignments to me via an attachment to my email-

Mid-term Checkup
Every student will schedule an appointment to meet with me during the
week of June 9th through June 13th for 15 minutes. This is required.
We can meet online if needed or live depending on your preference. At
that time you will ask questions about assignments, the class, etc.

Academic Dishonestly
You are required to read and adhere to the Indiana University Code of
Student Ethics policy on academic dishonestly and plagiarism.

Syllabus Changes
As the instructor of this course, I reserve the right to make changes
to the syllabus. I will inform students of these changes at the
earliest possible date.

A-Outstanding performance; excellent command of the course content;
B-Good, solid work; good command of the course content
C-Met minimum requirements; satisfactory performance; average command
of course content
D-Marginal: below average command of course content; minimally
acceptable performance
F-Unsatisfactory performance; inadequate knowledge of the course
Participation 35%
Interview with a teacher 15%
Community Fair Presentation 10%
Hot Topic Presentation 15%
Reflection Paper 25%	

6 Observations of the Classroom (M1/201) P/F

Grade Breakdown
98-100% A+
97-93% A
92-90% A-	
89-88% B+
87-83% B
82-80% B-
79-78% C+
77-73% C
72-70% C-	
69-68% D+
67-63% D
62-60% D-	
59 %-below F
All assignments in both the lab and classroom sections of this course
are to be typed, using 12-font and double-spaced. They should be
proof read and grammatically correct. Your name or ID number should
ONLY appear on the LAST page of ANY and ALL assignments. This ensures
some degree of objectivity in the grading process.

Interview with a Teacher
Please find a teacher that is currently teaching the grade/subject
that you are interested in teaching and interview him and her about
their current job. This is a great way to meet teachers and possibly
make connections now at places that you are interested in working in
the future. You may contact teachers that you know personally, or
have had in past educational experiences. This will be graded on a 50-
point scale.

Please cover the following areas in your interview write up as well
as any areas that are of interest to you: occupation, name of school,
number of years working at that school/grade level; educational
background; relevant experiences; advice for you. Your write up
should follow the guidelines that are included in bold above. This
assignment will be 1-2 pages. On the date that it is due, please post
a brief synopsis (1 paragraph) about your teacher for the class.
Include things that would be interesting to know as future teachers.
The posting is part of your overall grade.

Community Fair Presentation
You will go out into the community and investigate a community
resource that is of interest to you. Individually you will find out
about that resource and present what you found to the class-online. A
list of things that you should find out and present to us is
available on Oncourse. The online discussion should be complete, and
relevant questions should be asked of the class as to how you might
use this resource to help students.

Hot Topic Presentation
In groups you will prepare a presentation of the topic (pros and
cons) and post it on Oncourse. Full credit will be awarded to those
groups who thoughtfully prepare and involve the class in the
presentation. The presentation will be graded on a 50-point scale,
and a rubric is posted on Oncourse. I will assign hot topic
presentation weeks after the first week of class. You will be
responsible throughout your hot topic week for presenting the pros
and cons, offering relevant research to back up your points, and
asking questions that promote class discussion. You will answer
questions throughout the week on Oncourse.

You will need to research the topic that you choose and present what
you found, including references in APA or MLA format, in order to
receive full credit. Once you have chosen a topic, please let me know
because only one student may cover any given topic. Therefore, once a
topic has been taken, it will be removed from the possible list
(first come first served). Possible topics include but are not
limited to the following:

Voucher Programs			
Charter Schools
Classroom Management		
Pros and Cons of extracurricular activities
Parent-Teacher Conferences	
Bilingual Education
Teaching Styles			
School Violence
Working with Families		
At-risk Students			
(drop out, truancy, etc.)		
Teaching Styles (lecture vs. student centered learning)
Funding music programs/the arts

You will also complete a confidential peer evaluation in order to
ensure that each group member participates in the preparation of the
presentation. You will find this form on Oncourse and will email it
to me during the week that you present. Because this is an online
course, groups can meet online and communicate/share information

Reflection Paper
This will be a 3 to 4 page assignment. It is designed to help you
become a reflective thinker about yourself, your views, and your role
as an educator. You may answer some of the following questions for
this assignment: What do you consider to be the necessary aspects of
excellent teaching? What qualities are important for a teacher?
Utilize what you have learned throughout the semester as support for
your answers to these questions. You may include references. The
following subject headings may be included in your report (the same
format as your hot topic paper, but chose headings that apply to you;
or you may create your own): Introduction, Thoughts and Feelings
about Teaching, Personal Qualities, How I can Use What I Have
Learned, Great Teaching: What Does it Take?, Conclusion. You may also
wish to include your own personal strengths and weaknesses as you see
them now in relation to how you answer the above stated questions. If
you think you need to have empathy to be a good teacher, is that a
strength that you possess? How? This paper is an opportunity for you
to think about yourself in relation to a) what you have learned about
teaching this semester and b) what you believe a good teacher to be
like. Spend some time developing your own personal view on teaching
and being a teacher. This will be assessed on a 100-point scale,
which follows the writing rubric in your course packet.

6 Observation (M1/201)
This assignment involves posting 6 observations, 2 to 3 paragraphs
each that you will complete biweekly about your classroom
observations. These will be due at the end of class (mid July) as
part of your lab grade.  You will complete these during the 10 week
course, compile them at the end of the course, and turn them in to me
electronically. You will also complete a 1-2 page summary of your
observations (their usefulness) and how easy/difficult it was to
apply principles of educational psychology to your observations.

M1/M202 Course Meeting Place:
Monday through Thursday
The Inquiry Learning Forum-P251Observations done at
Course Requirements
Class Participation (weekly), Field Experience/Observations (20
hours), Observations (6) (see above description) and Summary
M1/201 Grading Scale
Each assignment will be grading on the following scale:
Pass-A or B work (see grade break down above)
Fail-anything lower than A or B work (see above scale)

The policies that are listed for P251/4 also apply to M101/201.
Please see the beginning of the syllabus regarding any policy

Posting a picture: Please post a photo to Oncourse. You must do this
by providing a URL to a photo that you have uploaded on a Web server
somewhere. It can be on your desktop, and it can be scanned using the
computer lab. Oncourse provides 100MB of storage space for your
private use. No one can access the files in your Oncourse "File
Manager" unless you give them the URL of a particular document. To
upload your picture go to "User Profile" in Oncourse then under "My
Tools" choose "My File Manager". To upload the file, pull down the
menu and choose "upload". Browse for the file on your hard drive or A
drive. Once you've found it, choose "upload now". When the upload is
complete, the computer will give you a URL for the picture. Go back
to your profile and add the picture URL in the appropriate empty box -
and there you are! If you experience problems, let me know and I can
help. If you do this in a computer lab, the technician can help you
scan and upload better than I can! ļ

Date/Readings/Topics/Due Dates

1 Week of 5/12
Orientation Meeting 5/14 Mandatory ED201
1-3pm Sign up for groups-Hot
Topic/Community Fair
*P251-Register at ILF
Chapter 1; Why we process (packet)
Community Building	
Post Picture on Oncourse

2 Week of 5/19 Chapter 2; Nash and Begley
Facilitators/wrapper begin-check Oncourse for assignments

3 Week of 5/26 Chapter 3
Morose-answer questions; Flavell	
*P251 can begin posting observations

4 Week of 6/2 Chapter 4 (and 5)
Disabilities; gender differences sheet
Student Development; (Disabilities)
*Community Fair 1, 2 and 3

5 Week of 6/9
Chapter 6; Chapter 7; Chapter 8	Student Learning
*Hot Topic 1 and 2
*Community Fair 4, 5 and 6
*Mid term check-ins

6 Week of 6/16

7 Week of 6/23	
Chapter 9; Chapter 10; Dweck; Justen & Howerton	Behaviorism	
*Hot Topic 3 and 4
*Community Fair 7, 8 and 9
*P254 Post observations

8 Week of 6/30
7/4 OFF	Chapter 11; Chapter 12	Social Cognitive Views of Learning;
Motivating Students	
*Hot Topic  5
*Community Fair 10, 11 and 12
*Teacher Interview Due

9 Week of 7/7
Chapter 13; Chapter 14	Assessment; Student Interactions*Community
Fair 13, 14 and 15

10 Week of 7/14	Chapter 15; Teaching Management Questionnaire;
Chapter 16; How Asian Teachers; Kelly; Newsweek; Bowman	Your Classroom
Wrap up	*6 Observations and Reflection reports due-Friday by 5pm