Indiana University Purdue University Fort Wayne
School of Education
Department of Educational Studies
EDUC P250 Educational Psychology: Elementary School
T Section 15- CRN 11270/ TH Section 16- CRN12427
Spring, 2010
T/TH 9:00-11:50 T = Neff Hall 251; TH = Neff Hall 251
Instructor: Dr. Jonathan Hilpert, Hilpertj@ipfw.edu
Office hours: Tuesday 12:00-1:30 & 3:00-4:00; Thursday 12:00-1:30 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 achieve.
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 how the
study 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 (7th ed.) Pearson.
TEAM 1 Handbook
The policies outlined in this syllabus supplement the policies delineated in the TEAM 1
Handbook and the IPFW website. Should any conflict arise between this document and
the handbook or university policy with regard to student conduct, attendance, work or
otherwise the handbook will supersede this syllabus.
http://www.ipfw.edu/educ/resources/handbooks.shtml
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.
Problem Sets (8X12.5 Points = 100 Points). I will provide eight 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. Problem sets can be turned in at any
point during the semester and there is no set deadline for their completion, though I do
suggest keeping up with the work. 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 a 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.
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. Spacing: 1.5 (a deviation from APA).
c. Font: Times New Roman
d. Font Size: 12 pt
e. Margins: 1 inch
f. Students should cite the text book and other resources when appropriate
but please don’t quote directly from the textbook.
g. Be discerning about citing “.com” internet sources.
h. 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
Aug 23-27
Aug 30-3
Sept 6-10
Sept 13-17
Sept 20-24
Topics
Reading
Problem Sets
Failing Schools
Outside Readings
PS1
Behaviorist Views
Ormrod Chapt 9
PS2
Social Cognitive Views
Ormrod Chapt 10
PS3
Motivation & Affect
Ormrod Chapt 11
PS4
Personal and Social Development
Ormrod Chapt 3
PS5
(Tues Class) Instructor Absent
(Thurs Class)
Sept 27-1
Learning and Cognitive Processes
Ormrod Chapt 6
PS6
Oct 4-8
Knowledge Construction
Ormrod Chapt 7
PS7
Oct 11-15
Fall Break (Tues Class) Personal
Ormrod Chapt 3
PS5
and Social Development (Thurs
Class)
Oct 18-22
Neurobiology &
Outside Readings
PS8
Attachment/Portfolio Review and
Final Exam Review
Oct 25-29
Instructor Absent
Nov 1-5
Internship
None
Nov 8-12
Internship
Group Project Due Nov 12th
Nov 15-19
Internship
None
Nov 22-26
Internship
None
Nov 29-3
Internship
None
Dec 6-10
Internship
None
Dec 13-17
Final Exam
Due Dec 13th
Note: All readings and the project are due the day of class for the week they are listed.
Problem sets can be turned in at anytime.
Academic Calander
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
meaningful for students.
2. How children learn and develop, and can provide learning opportunities that support
their intellectual, social and personal development.
3. How students differ in their approaches to learning and creates instructional
opportunities that are adapted to diverse learners.
4. A variety of instructional strategies to encourage students’ development of critical
thinking, problem solving and performance skills.
5. Individual and group motivation and behavior to create a learning environment that
encourages positive social interaction, active engagement in learning, and selfmotivation.
6. Knowledge of effective verbal, nonverbal, and media communication techniques to
foster active inquiry, collaboration, and supportive interaction in the classroom.
7. Planning instruction based upon knowledge of subject matter, students, the
community, and curriculum goals.
8. 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.