EIS 301 – J. Sample
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EIS 301, SAMPLE SYLLABUS
Educational Psychology – Learning and Instruction
Spring 2011**
TPEP VISION STATEMENT: Our graduates will be empowered educational professionals deeply committed to
continuous learning and the empowerment of all learners.
TPEP LOGO
TPEP MISSION STATEMENT: The WIU Teacher and Professional Education Program empowers candidates to
become educational practitioners who engage in informed action that is grounded in knowledge and reflection; who are
deeply committed to the highest standards of professional practice; who are able to adapt to emerging social, economic,
and cultural landscapes; who are skilled in the use of technological tools that promote teaching and learning; and who
are committed to empowering all learners.
Professor:
Office:
Office Hours:
Phone:
Fax :
E-Mail:
Course website:
John Sample, Ph. D.
115 Horrabin Hall
M 1:30 – 3:30; T 10:00 – 11:00; W 10:00 – 11:00; or by appointment
309-298-1015
309-298-2786
J-Sample@wiu.edu
http://westernonline.wiu.edu
Class Time & Location: Monday & Wednesday, 11:30 to 12:45, HH 26
REQUIRED READING MATERIAL:
Mansfield, E. A. (Ed.). (2008). Educational psychology into the classroom (4th ed.; customized for Western
Illinois University). Boston: Pearson Custom Publishing.
Other course readings assigned by the instructor and posted to the course website.
COURSE OVERVIEW: EIS 301 – Learning and Instruction is a required course for all students in the WIU teacher
education preparation sequence. EIS 301 also meets one hour of the six hours required for middle school certification. It
is expected that all students entering EIS 301 will have successfully completed EIS 201 or its equivalent with a
minimum grade of “C.”
CATALOG DESCRIPTION: An introduction to the state of knowledge in contemporary educational psychology
including particular concepts related to middle school. Topics include cognitive processing, human motivation,
instructional planning, instructional strategies, assessment and evaluation, standardized testing, and teacher-based
** This syllabus is subject to revision at the discretion of the instructor. Any revisions will be announced during regularly
scheduled class sessions and posted on the course Western Online site.
EIS 301 – J. Sample
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assessments. A grade of “C” or above must be achieved in EIS 301 for teacher certification. Prerequisite: A grade of C
or above in EIS 201.
C OR BETTER STATEMENT: In accordance with Illinois State Board of Education certification rules, all
candidates seeking teacher certification are required by Western Illinois University to obtain a grade of “C” or
better in all directed general education courses, all core courses, and all courses in the option. Note: A “C-“ is
below a “C.”
COURSE OBJECTIVES (BIG IDEAS):
Planning and Assessment
Instruction is best carried out using a systematic development process. Assessment is integral to this process. The
process essentially involves the following:
1. An understanding of the contextual factors that influence student learning
2. Clearly stated goals and objectives
3. An assessment plan that is matched to lesson goals and objectives and reflects awareness of the critical issues
of consistency (reliability), accuracy (validity), and fairness.
4. Instruction that is aligned with goals and objectives and provides students with opportunities to practice
using the content and skills that will be assessed
5. An analysis of student learning (both classroom and standardized test based) which may lead to
modifications to instruction
6. Reflection and self evaluation for improving instructional practices
The instructors of EIS 301 have come to an agreement that by the end of the course students will be able to:
Explain the role of prior knowledge and skills and its impact on instructional planning and assessment.
Use an analysis of lesson content to develop goals and objectives (e.g. Mager, Gronlund, or an Illinois State
format).
Match objectives to an appropriate type of assessment format (true-false, matching, multiple choice, fill-inthe-blank, short answer, essay, checklist, rating scale, rubric).
Identify lessons that have instructional and assessment activities that are aligned with lesson goals and
objectives.
Explain how diagnostic, placement, formative, and summative assessment are used to improve student
learning.
Explain the nature and uses of standardized testing in education and its impact on student learning
Conduct a basic analysis of assessment instruments (standardized as well as classroom based) in terms of
consistency (reliability), accuracy (validity), and fairness.
Learning and Cognition
Learning is a product of information processing and school/academic learning consists of declarative, conditional,
and procedural knowledge acquired in a novice to expert progression. With this broad principle in mind, by the end
the course EIS 301 students will be able to:
Recognize the characteristics and functions of each component of the information processing model (sensory
register, short term and long term memory).
Identify the instructional implications of limited attention and working memory in the learning process.
Explain how information processing systems of cognition are used to learn and recall knowledge from
memory.
Identify and explain the cognitive processes used to construct declarative knowledge (rehearsal,
differentiation, elaboration, organization, and visual imagery).
Explain the relationship between, elaboration, meaningful learning, conditional knowledge, and deep
learning.
** This syllabus is subject to revision at the discretion of the instructor. Any revisions will be announced during regularly
scheduled class sessions and posted on the course Western Online site.
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Identify teaching and learning tactics and strategies that make used of elaboration, organization, and visual
imagery processes.
Explain the appropriate role of rehearsal, mnemonics, and rhymes in academic learning.
Identify and explain the stages of procedural knowledge acquisition.
Explain the importance of automaticity in student learning.
Motivation
Motivation is best characterized as the time, effort, and persistence that students invest in any given activity. With
this in mind at the end of EI 301 students will understand the multiple factors that influence students’ time and
effort in learning activities:
Describe the differing beliefs about intelligence and their impact on individual motivation
Explain the developmental trend in children’s beliefs about intelligence (entity and incremental)
Discuss the role of self-efficacy and perceived ability in learning and achievement
Describe strategies that help support students’ self-efficacy and perceived ability
Describe the various types of goals students adopt in learning and achievement situations
Explain how different goals produce varying levels of motivation and achievement
Discuss the role of attributional beliefs in achievement motivation
List the attributions that have been found to improve or maintain student motivation
Discuss the role of prior experiences and social-cultural factors that influence motivation
INSTRUCTIONAL METHODS AND ACTIVITIES: This course will utilize a variety of instructional methods,
including lecture, discussion, case studies, small-group activities, videotapes, and expository writing.
COURSE REQUIREMENTS AND EVALUATION PROCEDURES: Students in this course will be expected to
read, observe, discuss, and write about principles of educational psychology as they relate to this class and to their
future careers. Students’ final grades will be determined by their performance on the following assessments. Additional
information about these assessments will be provided.
Daily Reading Assessment (DRA) – 100 points
Over the next several years, you will be developing into a teaching professional. One aspect of professionalism is
preparation. To ensure that students come to class prepared to learn, a 4-point assessment on the readings will be given
at the beginning of each class period (with some exceptions, see schedule). For each reading, a list of objectives
outlining the content to be learned from that reading will be posted to the class Western Online site. A portion of these
objectives will serve as the content for the daily assessment. Assessments may consist of multiple-choice, matching, or
short answer questions. All assessments will be due no later than 5 minutes after the start of the scheduled class starting
time so it is important for students to be in class on time. There will be 25 daily reading assessments over the course of
the semester. Students who have a documented excuse will be allowed to make up a DRA. Only under extraordinary,
documented circumstances will exceptions be made to this policy.
Unit Assessments (UA) – 170 points
Four unit assessments will be given in this course throughout the semester (see the schedule). These unit assessments,
which will be based on the objectives for both the readings and class, will provide students opportunities to use higher
order thinking with course material. Unit assessments will contain a combination of selected response (multiple-choice
and matching) and supply response (short answer and essay) items. All unit assessments will occur during class time.
No make-up assessments will be administered. The sole exception to this rule is if a documented, personal emergency
prevents a student from taking an assessment, AND the student has notified the instructor.
Teaching Project (TP) – 100 points
The Teaching Project is designed to help students apply information about the four units of this course – objectives &
** This syllabus is subject to revision at the discretion of the instructor. Any revisions will be announced during regularly
scheduled class sessions and posted on the course Western Online site.
EIS 301 – J. Sample
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planning, cognition, motivation, and assessment. The project will be broken up into 4 different assignments to be turned
in at various points in the semester – see the schedule for the due dates. More specific information about the guidelines
associated with this project will be handed out in class and posted to the course website.
Class Participation – 30 points
Class participation and interaction is an important part of this course. I strongly believe that a great deal of sustained
learning occurs when students and instructors share their knowledge and experiences about the topics being explored.
Thus, active participation in class activities and discussions is counted towards students' final grades.
ASSIGNMENT
Daily Reading Assessments
Unit Assessments
Teaching Project
Class Participation
TOTAL POINTS
100
170
100
30
TOTAL
400
GRADING SCALE:
GRADE
A
AB+
B
BC+
C
CD+
D
DF
POINT RANGE
372 to 400 points (93% to 100%)
360 to 371 points (90% to 92%)
348 to 359 points (87% to 89%)
332 to 347 points (83% to 86%)
320 to 331 points (80% to 82%)
308 to 319 points (77% to 79%)
280 to 307 points (70% to 76%)
272 to 279 points (68% to 69%)
264 to 271 points (66% to 67%)
248 to 263 points (62% to 65%)
240 to 247 points (60% to 61%)
239 points and below (59% and below)
All written assignments will be graded on: (a) application, (b) grammatical correctness, (c) organization, and (d)
completeness. Make sure you proofread all written assignments for these items before handing in work. For
typed work, students should use – 1-inch margins, double-spacing, and 12 point font.
ATTENDANCE: A second aspect of professionalism is regular class attendance. Students are expected to attend all
class sessions (keep in mind points are earned for daily reading assessments and participation, and if absent, points
cannot be earned). However, I understand that circumstances arise that may prevent an individual from attending class.
Students who have excessive absences (which I define as more than four class periods in one semester) will be asked to
have a personal meeting with me about student responsibility. In the event that a student misses a class, it is HIS/HER
responsibility to obtain class notes from a classmate prior to the next class meeting.
DUE DATES: All assignments are due at or before the DATE and TIME listed on the schedule. For each day
(including weekend days) that an assignment is late, the total points possible for that assignment will be reduced by ten
percent (10%). The maximum that will be deducted for a late assignment is thirty percent (30%) of the total points
possible. Only under extraordinary, documented circumstances will exceptions be made to this policy.
CANDIDATE DISPOSITIONS: The University Teacher Education Committee at Western Illinois University believes
that well prepared teacher candidates understand and can demonstrate knowledge of professional skills and dispositions.
** This syllabus is subject to revision at the discretion of the instructor. Any revisions will be announced during regularly
scheduled class sessions and posted on the course Western Online site.
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The following is a list of the 8 professional skills and dispositions we expect of all teacher candidates:
1. Collaboration: Works together with others to achieve a common goal in all academic and professional settings.
2. Honesty/Integrity: Demonstrates truthfulness, professional behavior and trustworthiness.
3. Respect: Honors, values, and demonstrates consideration and regard for oneself and others.
4. Commitment to Learning: Demonstrates a respect for and is serious about knowledge acquisition
5. Emotional Maturity: Demonstrates situationally appropriate behavior.
6. Responsibility: Acts independently and demonstrates accountability, reliability, and sound judgment.
7. Fairness: Demonstrated commitment to meet the education needs of all students in a caring, non-discriminatory,
and equitable manner.
8. Belief that All Students Can Learn: Demonstrates behaviors that support a culturally diverse educational
environment that provides opportunities for all students to learn.
If I have any concerns regarding these skills/dispositions you will be asked to speak with me. In addition, candidates'
dispositions are formally assessed three times during their program.
ACADEMIC INTEGRITY: All work for this course should be original and the product of your own thinking and
writing. Student written assignments containing passages or ideas from other students, or words, sentences or
paragraphs that are lifted from the internet, textbooks, or other sources without direct quotes will result in a lower score
AND a meeting with the professor. In addition, the discussion of assessment content with other students (both current
and former students) will result in disciplinary action, unless such content has been designated as a group activity. It is
your responsibility as a student to abstain from cheating as well as to avoid making it possible for others to cheat. Any
student who knowingly helps another student cheat is as guilty of cheating as is the student he or she assists. I strongly
encourage all students to familiarize themselves with the Policy on Academic Dishonesty for Undergraduate students
which can be found at: http://www.wiu.edu/policies/acintegrity.php. Any evidence of academic dishonesty will
negatively impact your grade, and could potentially impact your status as a student.
ADA COMPLIANCE: In accordance with University policy and the Americans with Disabilities Act (ADA),
academic accommodations may be made for any student who notifies the instructor of the need for an accommodation.
It is imperative that you take the initiative to bring such needs to the instructor’s attention, as he/she is not legally
permitted to inquire about such particular needs of students. Students who may require special assistance in emergency
evacuations (i.e. fire, tornado, etc.) should contact the instructor as to the most appropriate procedures to follow in such
an emergency. Contact Disability Resource Center at 298-2512 for additional services.
WIU WRITING CENTER: The University Writing Center is available to assist you with general and specific
questions on writing assigned in any discipline and at any academic level. The one-on-one assistance available at the
Writing Center is valuable for generating ideas, talking about global-level issues such as organization, and even working
through grammatical problems. The University Writing Center is located in Simpkins Hall 341. Call for an appointment
(298-2815) and be sure to bring a copy of your assignment.
TECHNOLOGY: All students enrolled are required to maintain an active e-mail account. The instructor will provide
course content and course updates via e-mail and the course Western Online site (http://westernonline.wiu.edu).
STUDENT RIGHTS AND RESPONSIBILITIES: Students can access information regarding their rights and
responsibilities at the following web site: http://www.wiu.edu/provost/student/.
INCOMPLETE GRADES: It is the instructor's policy to not assign a grade of incomplete unless there are extreme
circumstances. An incomplete grade will only be assigned if the student is passing the class with a grade of C or better.
If an incomplete is assigned, the instructor and student will draft and sign a contract, prior to the end of the course,
outlining the remaining course requirements and the timeline to complete those requirements.
ELECTRONIC CLASSROOMS: It is the College of Education’s policy that no food or beverages, with the
exception of water, are allowed in any electronic classroom. Please consume any food or beverage prior to entering
the classroom or leave the food or beverage outside of the room.
** This syllabus is subject to revision at the discretion of the instructor. Any revisions will be announced during regularly
scheduled class sessions and posted on the course Western Online site.
EIS 301 – J. Sample
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TENATIVE SEMESTER SCHEDULE:
DATE
01/19/11
01/24/11
01/26/11
01/31/11
02/02/11
02/07/11
02/09/11
02/14/11
02/16/11
02/21/11
02/23/11
02/28/11
03/02/11
03/07/11
03/09/11
03/14-03/18/11
03/21/11
03/23/11
03/28/11
03/30/11
04/04/11
04/06/11
04/11/11
04/13/11
04/18/11
04/20/11
04/25/11
04/27/11
05/02/11
05/04/11
05/09/11
TOPIC
Introduction to course
Instructional Planning
Instructional Planning
Instructional Planning
Instructional Planning
Unit Assessment 1
Information Processing Theory
Information Processing Theory
Information Processing Theory
Information Processing Theory
Information Processing Theory
Information Processing Theory
Information Processing Theory
Information Processing Theory
Unit Assessment 2
SPRING BREAK WEEK
Motivation
Motivation
Motivation
Motivation
Motivation
Motivation
Motivation
Unit Assessment 3
Classroom Assessment
Classroom Assessment
Classroom Assessment
Standardized Testing
Standardized Testing
Standardized Testing
Unit Assessment 4 @ 1:00 PM
READINGS
Syllabus, Chapter 1
See Western Online UN 01 RO
See Western Online UN 01 RO
See Western Online UN 01 RO
See Western Online UN 01 RO
----See Western Online UN 02 RO
See Western Online UN 02 RO
See Western Online UN 02 RO
See Western Online UN 02 RO
See Western Online UN 02 RO
See Western Online UN 02 RO
See Western Online UN 02 RO
See Western Online UN 02 RO
--------See Western Online UN 03 RO
See Western Online UN 03 RO
See Western Online UN 03 RO
See Western Online UN 03 RO
See Western Online UN 03 RO
See Western Online UN 03 RO
See Western Online UN 03 RO
----See Western Online UN 04 RO
See Western Online UN 04 RO
See Western Online UN 04 RO
See Western Online UN 04 RO
See Western Online UN 04 RO
See Western Online UN 04 RO
-----
DUE
----DRA1
DRA2
DRA3
DRA4
UA1
DRA5
DRA6
DRA7
DRA8
DRA9
DRA10
DRA11
DRA12
UA2
----DRA13
DRA14
DRA15
DRA16
DRA17
DRA18
DRA19
UA3
DRA20
DRA21
DRA22
DRA23
DRA24
DRA25
UA4
Notes for Schedule Above:
The Due Dates for the Teaching Project Components are as follows:
Objectives/Planning – Friday, February 18 by 4:00 PM
Cognition – Friday, March 25 by 4:00 PM
Motivation – Friday, April 22 by 4:00 PM
Assessment – Monday, May 2 by 4:00 PM
** This syllabus is subject to revision at the discretion of the instructor. Any revisions will be announced during regularly
scheduled class sessions and posted on the course Western Online site.