DEPT. OF PSYCHOLOGY & COUNSELING
College of Education
Pittsburg State University
Spring 2010
Course #: PSYCH 357-01 (MWF 11:00) Title: Educational Psychology
PSYCH 357-02 (MWF 12:00)
PSYCH 810 (special permission)
Adv. Ed Psych
Credit Hours: 3
Course Location: 101 Whitesitt Hall
Instructor: Becky Brannock, Ph.D., LPC
Office Phone: (620)235-4569
Professor (rbrannoc@pittstate.edu)
Office Location: 205A Whitesitt
Office Hours: (M)10-11 & 2-3 (T)None;
Off campus supervision (W)10-11 & 2-4
(Th)1:30-4:30 (F)10-11 & 2-3 (Additional
times by appt.)
________________________________________________________________________
I. COURSE DESCRIPTION
The course, Educational Psychology, relates important aspects of psychological theory to
practical applications in an educational setting. The broad area of study encompasses
many topics including, but not limited to, theoretical issues (i.e.: behavioral & cognitive
views of learning, discipline models, individual differences among students, motivation,
and ethnic/cultural influences), classroom management, assessment, and evaluation (i.e.:
educational statistics, testing, and grading).
II. PREREQUISITES
A. Successful completion (grade of “C” or above) in: General Psychology (PSYCH 155)
and Developmental Psychology (PSYCH 263).
B. Concurrent enrollment or successful completion of Clinical Experience is
recommended if the student is an Education major.
III. PURPOSE OF THE COURSE
The purpose of the course is to prepare prospective teachers with the knowledge and
skills necessary for providing positive classroom learning experiences to all students; to
provide an understanding of how humans learn; and, to provide an understanding of
various methods of assessing classroom learning.
IV. COURSE OBJECTIVES
Upon completion of the course the student should be able to:
A. Formulate a personal classroom management plan.
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B. Comprehend the theoretical aspects of educational psychology and their relevance to
the teaching setting.
C. Utilize various classroom techniques including methods of instruction, management,
assessment and evaluation.
D. Understand the nature of the learning process and factors which influence the
quantity, quality and rate of learning.
E. Appreciate individual differences (i.e.: cultural, gender, SES, intelligence, etc.) by
comprehending the reasons for these differences in individuals.
F. Be able to access educational internet websites and utilize e-mail.
V. INSTRUCTIONAL RESOURCES
A. REQUIRED TEXTS:
Eggen, P., & Kauchak, D. (2010). Educational psychology: Windows on
classrooms (8th ed.). New York: Merrill.
Charles, C.M. (2008). Building classroom discipline (9th ed.). White Plains,
NY: Longman.
VI. TEACHING STRATEGIES
A.
B.
C.
D.
E.
F.
G.
H.
Lectures
Class Discussions
Readings in Textbooks and Additional Printed Materials
Class Activities: Individual and Group
Guest Speakers
DVD’s
Attend Cultural Event
ANGEL Computerized Access
VII. REQUIREMENTS AND EVALUATION
A. ATTENDANCE
The expectation is that students will exhibit a conscientious and responsible attitude
toward class attendance. Furthermore, this is one of the most important courses in your
teacher education training as the content will be assessed on the Praxis exam. If you
must be absent from a class, you are in no way relieved of the responsibility for class
work missed. If you are absent during a regularly scheduled examination, you will NOT
be allowed to make it up, regardless of the excuse. Students will be permitted to drop
their lowest exam at the end of the semester.
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Regular class attendance will be encouraged in the following way. The instructor
reserves the right to give in-class assignments which CANNOT be made-up if you are
absent of the day(s) they are given or assigned. Moreover, the points for these
assignments will be included in the total number of course points possible. Failure to
complete any of these could lower your grade. For example, if you earn an “A” on every
exam, but miss several in-class assignments, your final grade could be at least a letter
grade lower in the course. Additionally, late daily assignments will not be accepted
unless prior arrangements have been made with the instructor.
B. CLASS ACTIVITIES
A total of 20 (5 point) activities will be assigned throughout the semester. Some
activities will be group projects and others will require individual reflection regarding
educational practices, philosophies, and application of material. You must be present in
class to receive points for daily activities (classmates may not submit handouts in your
absence). Students will need to copy activity sheets from ANGEL, which can be
accessed through PSU’s homepage (www.pittstate.edu). There are more activities posted
on ANGEL than will be assigned for class. You will be instructed as to which ones to
complete and when due dates are once the chapters are covered in class.
NOTE: For all major assignments listed below, please include a cover page with
name, section number and row number.
C. CLASSROOM MANAGEMENT UNIT
Each student will submit a two page typewritten personal classroom management plan
which he or she believes would be most appropriate in his or her future classroom setting.
Written Plan DUE DATE: April 19. In addition to the paper, the student will also
participate in a group presentation of one of the models. Students will work in small
groups and will make a 12-15 minute presentation. Professional attire is expected on the
day of your presentation. Detailed information will be given on the required paper and
presentation as the semester gets underway. All of these chapters are pulled from the
Charles text. The following are the presentation dates for the classroom management
models:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Redl & Wattenberg’s Group Dynamics Model (Chap. 4) 4/23
Kounin’s Instructional Management Model (Chap. 4) 4/23
Ginott’s Congruent Communication Model (Chap. 4) 4/23
Canter’s Assertive Discipline Model (Chap. 4) 4/26
Glasser’s Discipline by Choice Theory (Chap. 5) 4/26
Albert’s Cooperative Discipline Model (Chap. 6) 4/26
Coloroso’s Inner Self Control (Chap. 6) 4/28
Curwin & Mendler’s Discipline w/ Dignity (Chap. 10) 4/28
Borba’s Moral Intelligence Model (Chap. 11) 4/28
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D. DIVERSITY PROJECT
This semester you will also be required to attend one cultural event outside your own
culture (i.e.: Pow Wows, Diversity Speakers, Special Olympics, Musicals, Dramas, etc.).
The events are not limited to just the Pittsburg community. In addition to attending the
event, the student will submit a full one page typed double spaced reaction to the
experience. Reactions may be submitted upon completion throughout the semester, but
must be received no later than April 7.
E. E-MAIL PROJECT
Each student should secure an e-mail address from Computing Services (109 Whitesitt)
unless you already have a personal account. Send an initial e-mail message to your
instructor to document your address. In the e-mail message be sure to include your name
and section number. You will also explain (limited to one paragraph) why you’re
planning to go into the teaching profession. These can be sent anytime, but must be sent
no later than February 24.
F. EDUCATIONAL WEBSITES PROJECT
Explore two internet educational websites. Submit a typewritten summary of one
paragraph for each website, including the WWW address and a brief description about
the site. This project will be accepted throughout the semester upon completion, but must
be received no later than March 24.
G. EXAMINATIONS
There will be four exams during the semester. Exams will be announced well in advance
(listed on the course schedule). Questions will be drawn from both text and lecture
materials. Obviously, to do well in the course, you must read required textbooks and any
additional reading assignments, ATTEND CLASS REGULARLY, and successfully
complete assignments and activities.
You will need to purchase four pink test scoring forms (ParSCORE FORM F-1712) at the
bookstore or in the Psych & Counseling dept. on the second floor of Whitesitt. These
forms are relatively inexpensive and, just as the texts, are considered part of the course
materials requirement.
At the end of the semester, each student will be allowed to drop his or her lowest exam.
As a result of this class policy, students will NOT be allowed to take make-up exams.
Requests will not be considered regardless of the reason, so please do not ask.
H. GRADING
Grades will be determined according to the following criteria: three exams (lowest exam
dropped), group presentation, classroom management plan, 5 pt. class activities, diversity
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project, e-mail and educational website projects. Points will be assessed in the following
way. It is suggested that you keep a record of your scores to alleviate any surprises at the
end of the semester. Note that the College of Education requires a grade of B or better in
this course for secondary level majors and a C or better is required for elementary ed
majors. Without these minimum grades being attained, students will not be allowed to
begin their professional semesters. Students are encouraged to save graded assignments
in the event of any discrepancies in the final grade. The gradebook on ANGEL will also
be utilized this semester. Notify the instructor if there are errors at any time in the posting
of grades. Please allow up to a week for grades to be posted per assignment.
Exams: 3 @ 50 pts.=150 pts. (drop lowest)_____/_____/_____/_____
Presentation: 50 pts. _____
Classroom Management Plan: 50 pts. _____
Activities: 20 @ 5 pts. =100 pts.
_____/_____/_____/_____/_____/_____/_____/_____/_____/_____
_____/_____/_____/_____/_____/_____/_____/_____/_____/_____
Diversity Project: 50 pts. _____
E-Mail Project: 25 pts. _____
Educational Website Project: 25 pts. _____
The total number of points for the semester is outlined in the following grading scale with
no extra credit given.
Grading Scale
TOTAL POINTS
PERCENTAGE
LETTER GRADE
450-405
404-360
359-315
314-270
269 & below
90-100%
80-89%
70-79%
60-69%
59% & below
A
B
C
D
F
I. SPECIAL CONCERNS
If you have a handicap or disability that impairs your learning process, please notify me
immediately. I will be glad to assist you any way I can.
J. ADVANCED EDUCATIONAL PSYCHOLOGY STUDENTS:
For graduate students enrolled in PSYCH 810, see the instructor for additional research
projects required for this course. We will determine what topic area(s) you will be
researching to be presented to the class towards the end of the semester.
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COURSE SCHEDULE OUTLINE-Spring 2010
Class Session
Chapter
Jan. 15
Jan. 18
Course Overview
NO CLASS
(MLK Holiday)
Chap. 1 (E/K)
Chap. 6 (E/K)
Exam I (Chap.1,6)
Exam I Feedback
Chap. 7 (E/K)
Guest Speaker
Chap. 7 (E/K)
Chap. 8
E-Mails Due
Chap. 8
Exam II (Ch.7,8)
Exam II Feedback
Chap. 4 (E/K)
Guest Speaker
NO CLASSES
(Spring Break)
Chap. 4 (E/K)
Chap. 4 (E/K)
Websites Due
Chap. 4 (E/K)
Exam III (Chap.4)
Exam IIIFeedback
Group Planning &
Praxis Overview
Chap. 10 (E/K)
Diversity Due
Chap. 10 (E/K)
Chap. 10 (E/K)
Written Plans Due
Guest Speaker
Presentations
Chap. 14 (E/K)
Chap. 15 (E/K)
Final Exam
Jan. 20 & 22
Jan. 25, 27, 29 & Feb. 1, 3, 5
Feb. 8
Feb. 10
Feb. 12 & 15
Feb. 17
Feb. 19 & 22
Feb. 24
Feb. 26
Mar. 1
Mar. 3
Mar. 5, 8, 10
Mar. 12
Mar. 15, 17, 19
Mar. 22
Mar. 24
Mar. 26 & 29
Mar. 31
Apr. 2
Apr. 5
Apr. 7
Apr. 9, 12, 14, 16
Apr. 19
Apr. 21
Apr. 23, 26, 28
Apr. 30 & May 3
May 5 & 7
Week of May 10-14 (see final exam schedule)
(DISCLAIMER: The instructor reserves the right to change the number of exams, course
content and structure, etc. at any time with appropriate prior notification to students.)
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