Indiana University Purdue University Fort Wayne
School of Education
Department of Educational Studies
EDUC P250 Educational Psychology: Elementary School
CRN: 14367
Fall, 2010
T/TH 1:30-2:45; KT 242
Instructor: Dr. Jonathan Hilpert, hilpertj@ipfw.edu
Office hours: Tuesday 12:00-1:30 & 3:00-4:00; Thursday 12:00-3:00 or by appointment
The Mission of the IPFW School of Education
To prepare professionals in teaching, counseling and leadership who demonstrate the capacity and willingness to continuously improve schools and related entities so that they become more effective with their clients by:
1.
Becoming more caring, humane, and functional citizens in a global, multicultural, democratic society;
2.
Improving the human condition by creating positive learning environments;
3.
Becoming change agents by demonstrating reflective professional practice;
4.
Solving client problems through clear, creative analyses;
5.
Assessing client performance, creating and executing effective teaching, counseling and educational leadership, by utilizing a variety of methodologies reflecting current related research;
6.
Utilizing interdisciplinary scholarship, demonstrating technological, and critical literacies, and effective communicating with stakeholders.
Purpose
Throughout the semester, we will consider the role of psychology within public schools.
Students begin at certain developmental points and teachers, as representatives of the schools, provide instruction to achieve behavioral and cognitive results. In what ways, methodologically and strategically, should these results be decided upon and achieved.
How do we know when students have gotten there? What barriers impede student progress? As teachers, what types of experiences should we create for students and why?
Psychologically, what are the most adaptive and effective states for learning and development and how do we create a learning environment in which these states can be achieved? Consideration of these types of questions requires an examination of psychology in education, and they way in which we educate children in our society, is embedded in social, cultural, and economic systems and ways of thinking.
Course Goals

Welcome to EDUC P250. The goal of this course is to gain insight into teaching and learning by examining the various facets of educational psychology. By studying the various frameworks from which educational psychologists investigate the psychology of education, the way in which you view education will be broadened to include a valuable psychological perspective. By design, this course is meant to expand our view of the role of the educator, increase the demand for professionalism in the field, and highlight the ways schools and teachers are successfully educating students in the United States – as well as the ways in which poor economic and environmental conditions are detrimental to learning.
With regard to educational successes, the goal of this course is to deepen your thinking about human learning through the exploration of the cognitive, motivational, social, and environmental factors that shape and define students’ experiences in school. Throughout this exploration, you will improve your ability to read, write, collaborate, and think critically about psychology in education.
Textbook
Ormrod, J. (2010 ). Educational Psychology: Developing Learners (7 th
ed.) Pearson.
Academic Honesty
All work turned into to fulfill course requirements should be original and entirely the work of the student. All sources used to complete assignments should be cited according to APA guidelines. Students cannot turn in identical or similar assignments – this applies to all course requirements. In the case an academic honesty issues arises, it will be handled according to the procedures outlined in the IPFW academic honesty policy guidelines: http://bulletin.ipfw.edu/content.php?catoid=8&navoid=232#Academic_Honesty
Blackboard and Email Communication
The materials for this course will be organized on blackboard for your convenience. All problem sets, power points, supplementary course readings, student grades and so forth will be posted online. It is the students’ responsibility to bring these to class in hardcopy or electronic form. You will need to have to access your IPFW email regularly to keep up with the course.
EDUC P250 Assignments (500 total points)
The key to doing well in this class is to keep up with the readings, show enthusiasm for the subject matter, participate in discussions, complete the assignments, and demonstrate your understanding of important ideas and concepts related to educational psychology.
Please see me if you are interested in taking alternative approaches to any of the assignments.
Field Experience (pass/fail): A 30 hour field experience in a public school is coupled with this course and is to be completed in conjunction with EDUC F200
Examining the Self as Teacher. Your instructor will place you with a teacher with whom you will conduct the field experience. To complete the classroom requirements for the

field experience you have two responsibilities: to complete the field experience prerequisities and to complete the field experience evaluation forms.
1) Field Experience Prerequisites – to prepare for the field experience you need to complete two tasks: a) you need to have a limited criminal history background check completed; and b) you need to log onto the “teach” website through the school of education and enter your personal information. You will be required to turn in a Field Experience Prerequisites Form before being placed. This form is posted on the course blackboard website.
2) Field Experience Evaluation Forms – to finish the field experience you need to complete two forms: a) the field experience evaluation form; and b) the log hours contract. These forms need to be signed by the classroom teacher with whom you are placed. Copies of these forms can be found in the field experience guidelines handbook and posted on the course blackboard website.
The field experience will be carried out and evaluated according to the guidelines established in the most current version of the field experience guidelines handbook.
Versions of the materials can be found on the School of Education website. I will post the most current forms on the course blackboard page. You cannot pass EDUC P250 without meeting the two field experience requirements listed above . The field experience is covered in depth via materials distributed in class. http://www.ipfw.edu/educ/students/field/invitation/placement.shtml
Problem Sets (10X10 Points = 100 Points) . I will provide 10 problem sets that cover the core components of each lesson. The problem sets cover key terminology for the week, graphical representation of important theoretical concepts, and synthesize information covered in class with learning scenarios and previous content. These problem sets are to be turned in for a check of accuracy and completion. It is your responsibility to print them out and turn them in. Completed problem sets should be typed. Problem sets are due the Tuesday after the content for the problem set has been covered in class. These dates are listed on the course schedule. Late or incomplete problem sets will receive half credit . Problem sets should be compiled and used to prepare for the final exam.
Group Project (200 Points).
During the semester you will be required to complete a group project. The group project will consist of 1) a brief summary of course content for one topic, 2) a sample curriculum map, and 3) a data analysis of mock student work. The assignment is outlined in depth in the group project assignment sheet posted on blackboard. See the assignment sheet for details.
Final Exam (200 points). At the end of the semester, you will be required to take a comprehensive final exam. The exam is a take home written evaluation of all of the content we cover over the semester and it is created from the problem sets used in class.
To prepare, you will be given an exam review sheet that serves as a test blueprint. The exam will be a fair assessment of the core content of the class up through the end of the term. If you self-regulate your learning by keeping up with the readings and problems sets as well as actively participating in class you will be well prepared for the final exam.

Formatting Written Work

For information concerning APA style, please look over this website: http://owl.english.purdue.edu/owl/resource/560/01/

ALL written work must meet the following requirements: a.
APA style for all written work b.
c.
d.
Spacing: 1.5 (a deviation from APA).
Font: Times New Roman
Font Size: 12 pt e.
f.
g.
h.
Margins: 1 inch
Students should cite the text book and other resources when appropriate but please don’t quote directly from the textbook .
Be discerning about citing “.com” internet sources.
Please don’t put written work in hard plastic folders
.
 I will provide you with an APA template.
Grading Scale
97-100% = A+
93-97= A
90-93= A-
87-89% = B+
83-87%= B
80-83%= B-
77-79% = C+
73-77 = C
70-73 = C- 60-69%= D
Weekly Topics
Psychological theory will largely be covered in class though the use of power points, textbook readings, handouts, and group activities. Any supplemental readings will also be provided by the instructor, posted on blackboard, and titled by author and date to align with the syllabus.
Week Topics
Aug 23-27 Course Intro and Failing Schools
Aug 30-3 Educational Psychology
Reading
Outside Readings
Ormrod Chapt 1
Sept 6-10 Behaviorist Views
Sept 13-17 Social Cognitive Views
Sept 20-24
Sept 27-1
Oct 4-8
Oct 11-15
Oct 18-22
Oct 25-29
Nov 1-5
Nov 8-12
Instructor Absent
Learning and Cognitive Processes
Motivation & Affect
Cognitive Factors in Motivation
Ormrod Chapt 9
Ormrod Chapt 10
Knowledge Construction Ormrod Chapt 7
Fall Break (Tues) Introduce Group Project (Thurs)
Higher Level Cognitive Processes
Instructor Absent
Ormrod Chapt 6
Ormrod Chapt 8
Ormrod Chapt 11
Ormrod Chapt 12
Problem Sets
PS1 Due Tues
PS2 Due Tues
PS3 Due Tues
PS4 Due Tues
PS5 Due Tues
Nov 15-19 Final Exam & Portfolio Review (Tues) Group Project Due (Thurs)
Nov 22-26 Personal & Social Development Ormrod Chapt 3 PS8 Due Tues
Nov 29-3
Dec 6-10
Cognitive & Linguistic Development
Neurobiology & Attachment
Ormrod Chapt 2
Outside Readings
PS9 Due Tues
PS10 Due Tues
Dec 13-17 Final Exam (Work Week) Due Dec 16th
Note: All readings are due Tuesday of the week they are listed
PS6 Due Tues
PS7 Due Tues

Academic Calendar
This course abides by all deadlines established and holidays afforded by the IPFW academic calendar http://www.ipfw.edu/academics/calendar/fall2010.shtml
Diversity and nondiscrimination
Statement from the IPFW Student Handbook:
“IPFW is committed to maintaining a community that recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the university seeks to develop and nurture diversity. The university believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life. IPFW prohibits discrimination against any member of the university community on the basis of race, religion, color, sex, age, national origin or ancestry, marital status, parental status, sexual orientation, disability, or status as a disabled or Vietnam-era veteran.”
INTASC Standards (Interstate New Teacher Assessment and Support Consortium)
The teacher understands:
1. The central concepts, tools of inquiry and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter
2.
3.
4.
5.
6.
7. meaningful for students.
How children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.
How students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
A variety of instructional strategies to encourage students’ development of critical thinking, problem solving and performance skills.
Individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and selfmotivation.
Knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Planning instruction based upon knowledge of subject matter, students, the
8. community, and curriculum goals.
How to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.
9. How to be a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
10. The knowledge to foster relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

Other services for students
Center for Academic Support & Advancement (CASA) KT G23, 481-6817 www.ipfw.edu/casa study skills development, tutoring, STEPS short courses, supplemental instruction, ESL
The Writing Center KT G19, 481-5740 http://www.ipfw.edu/casa/writing/ peer tutors who can help with all phases of the writing process
Career Services KT 109, 481-0689 http://www.ipfw.edu/career/ assistance with on and off-campus job placement and internships
Information Technology Services Help Desk KT 206, 481-6030 www.its.ipfw.edu/helpdesk information on all aspects of computing at IPFW; hardware and software support (including Blackboard Vista 4); student e-mail accounts
Center for Women and Returning Adult Walb 120, 481-6029 www.ipfw.edu/cwra/ workshops, support groups, counseling, and other programs
Multicultural Services Walb 118, 481-6921 http://www.ipfw.edu/odma/ skills workshops, support groups, diversity training, counseling, mentoring, cultural heritage programs; ASAP program
International Student Services KT 104, 481-6034 or 6923 http://www.ipfw.edu/iss/ visa and INS issues; help with housing, counseling
Mastodon Advising Center (MAC) KT 109, 481-6595 http://www.ipfw.edu/mac/ appointments with professional academic advisors; help with guiding students in deciding on their major and ultimately their career; help for exploring students, deciding students, and readmitted students; and various student resources.
Helmke Library Service Desk 481-6505 www.lib.ipfw.edu
reference librarian help, books, journals, reference, interlibrary loan reserve readings for courses: Reserves
Express (REX): www.lib.ipfw.edu/rex/
Dean of Students office Walb 111, 481-6601 www.ipfw.edu/dos/ student health insurance, mentoring, grade appeals; free short-term personal counseling and support
NOTE: This syllabus is subject to change throughout the semester. Any and all changes will be brought to the attention of the students, and a new version of the syllabus will be distributed or posted on the web.