DIXIE STATE COLLEGE OF UTAH
EDUC 3110
Educational Psychology
Fall – 2012
Syllabus
Credit: 3.0 Semester Hours
Time: Mondays & Wednesdays: 9:00 – 10:15 AM
Location: Education and Family Studies Building (EFS), Room 124
Instructor: Dr. John Goldhardt
E-mail: goldhardt@dixie.edu
Office: EFS, Room 138
Phone: 652-7849 (DSC); 634-9364 (home)
Office Hours: Mondays: 10:30 AM – 12:00 PM; Wednesdays: 10:30 AM – 12:00 PM; Thursdays & Fridays:
10:00 AM – 12:00 PM
DSC Education Department Program Standards
D-Diversity (DM1): Teacher candidates understand that diversity differences (i.e., race, gender,
ethnicity, culture, exceptionalities, individual differences, etc.) affect learning and, know how to
provide educational opportunities that meet the needs of all students (TEAC Q.1.2, Q. 1.3;
INTASC 2, 3, 4, 9).
E-Effective Pedagogy (DM2): Teacher candidates can create effective instruction and
meaningful assessments for all students based on required subject matter knowledge, state content
standards, curriculum goals, and use of technology (TEAC Q.1.2; INTASC 4, 6, 7).
S-Subject Matter (DM3): Teacher candidates have a strong knowledge of the subject matter
they will teach and can facilitate the acquisition of that knowledge in their students (TEAC Q.1.1;
INTASC 1).
E-Environment (DM4): Teacher candidates can create physically and emotionally safe
classroom environments that encourage active learning, self-motivation, and cooperative
interaction among students (TEAC Q. 1.2, 1.3; INTASC 5).
R-Reflective (DM5): Teacher candidates will be active learners and reflective practitioners,
individually and with their colleagues (TEAC Q.1.3; INTASC 9, 10).
T-Teaching Dispositions (DM6): Teacher candidates will foster a caring and professional
relationship with students that focus on acceptance and their educational needs. (TEAC Q.1.2, 1.3;
INTASC 2-8).
Program Standards: D.E.S.E.R.T. (DM) http://new.dixie.edu/education/program_philosophy.php
INTASC Standards: http://www.ccsso.org/intascst.html
Teacher Accreditation Education Council (TEAC) http://www.teac.org/accreditation/goals/index.asp\
Course Description
Educational Psychology is about learning, what influences it, and how we as teachers can contribute to it. This
course is designed to provide prospective teachers with an overview of the relationship of psychology to
teaching and learning. Participants will learn about the nature of learning, human brain growth, the impact of
brain research, development, and how the brain processes information. In addition, participants will learn how
to apply the theories and practices of educational psychology into day-to-day teaching practices.
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Course Objectives
To successfully complete this course, each student must know, understand, and be able to:
1. Identify key researchers and their contributions to education and/or educational psychology.
2. Describe characteristics and stages of cognitive, physical, and emotional development.
3. Understand how to design instruction and assessments that are appropriate for social, cognitive, and
emotional development.
4. Reflect upon course content and its applications to future professional learning, classroom practice, and
career goals.
5. Identify and utilize school and community resources to support learner’s cognitive, physical, social, and
emotional growth and development.
6. Recognize signs of learner distress and respond with appropriate interventions including referral to
counselors, social workers, and other support personnel.
Enduring Understanding and Essential Questions
Enduring Understanding
Educational Psychology is the application of psychological principles in educational settings and these
principles can assist a teacher’s understanding of classroom learning and activity. Our ability to increase
student learning strongly depends on our professional knowledge, knowledge that occurs in a variety of forms.
Essential Questions:
 How do students learn?
 How can the theories and research of educational psychologists be “unwrapped” and “demystified” so
that they can be utilized by teachers?
 Why should teachers care about brain research?
 Why are some instructional strategies more effective for learning?
 What role should assessment have in learning?
Prerequisites
Students must have successfully completed either PSYCH 1010 or FS 1010.
Methodology
This is not a “sit and git” class. In other words, you are expected to be prepared to share your ideas, thoughts,
and feelings about the course content, text readings, and lectures. I utilize many cooperative learning structures
as a means to enhance student engagement and learning. In addition, I try to provide a visual representation of
the learning – this is based upon the findings of cognitive psychology in that we learn best when we “teach to
the eyes” and not to the ears.
There are some written assignments that are pass or fail and will not include written comments from me. The
purpose of these assignments is formative in that I want to see how you are thinking and reacting to the content
and required text readings. It is also to provide you with the means to reflect upon your own reaction to content
and text readings. Dr. Douglas Reeves put it best when he said, “Writing is thinking on paper.”
I believe in “learning by doing” and “doing the content” not simply learning the content, thus most of the
assignments in this course are application assignments that will be used in future courses, and in your future
career as a professional educator.
The textbook is supplemental and is a vital part of the course. However, I do not use the textbook as a syllabus
in that lectures and class activities are directly from the textbook. It is my philosophy that you paid tuition and
come to class to have enhanced learning experiences and not simply have a regurgitation of the textbook.
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What You Should Expect from Me
This syllabus provides you with clear expectations about what I expect from you in this class. However, you
should in turn expect certain things from me. You should expect the following from me during this semester:
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I will always be prepared to teach each class session, and the topics will follow the calendar in this syllabus. If
there is a change in the schedule, you will always be notified.
I will return your assignments in a timely manner. My goal is for you to get your assignments back the following
class after they were turned in.
You should expect me to treat you in a fair, professional, and friendly manner. You should also expect me to be
happy and to include appropriate humor in our classes.
Required Textbook
O’Donnell, A. M., Reeve, J., & Smith, J. K. (2012). Educational psychology: Reflection for action, 3rd ed.
Hoboken, NJ: John Wiley & Sons, Inc.
Course Assignments & Assessments
Assignments/Assessments:
Reflections = 35 points each
Chapter Study Guides = 10 points each
Research/Original Idea Project = 200 points
Midterm Exam = 200 points
Final Exam = 200 points
Details on the Course Assignments/Assessments:
Reflections
 Reflections are based upon class and text content and will be assigned periodically.
 Reflections should be typewritten using a font no smaller than 10 point, double-spaced, and no more
than two pages.
 Each reflection should include the following:
o Answer the question – justify your answer
o What are the applications to the classroom?
 Reflections will be assessed using the Six Traits of Writing Rubric (see attached) and are due at the
beginning of the next class after they are assigned.
Textbook Chapter Study Guides
The study guides are to assist you in focusing on key vocabulary terms and concepts from each chapter. Points
are awarded on a pass/fail basis (if you complete the study guide and turn it in, you get the 10 points).
However, it is in your best interest to complete the study guides accurately because they will help you study for
the midterm and final exams.
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Research/Original Idea Project
One of the objectives of Educational Psychology is to continually study the valid and reliable research base in
education and to develop, defend, and question theory. In addition, effective teachers stay abreast in regards to
research-based best practices in student developmental issues, curriculum, instruction, and assessment.
This assignment will require you to do the following (Rubric is on last page of syllabus):
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Choose a topic from the approved list (see below).
Write a literature review summarizing the research and writing in the field. Your references need to be from
scholarly, peer-reviewed journals and books (you may use your textbook as one of the sources).
Following the literature review, you are to do one of the following:
o Based upon the research, what is your original idea/theory?
o Based upon the research, what are the applications of this research for teachers?
The writing/format must follow APA formatting.
Approved Research Topics
You must choose one of the following topics for your research/original idea project:
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Anxiety
Bullying/Aggression
Character Education
Emotional Intelligence
Moral Development
Punishment
School Discipline
Self-concept
Social Development
Zone of Proximal Development (ZPD)
Ability Grouping
Behavior Modification
Constructivism
Effort-based Learning
Intrinsic/Extrinsic Motivation
Invitational Education
Metacognition
Mnemonic Devices
Problem-based Learning
Resilience
Aptitude Testing
Attention Deficit Hyperactivity Disorder (ADHD)
The “Bell Curve”
The Brain’s Executive Function
Criterion Referenced Assessments vs. Norm Referenced Assessments
Engagement
Grading Practices
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Intelligence Testing (IQ)
Service Learning
Midterm Exam
The midterm exam is worth 200 points and will cover chapters 1-7 of the text. The midterm will have 50
questions that are worth 4 points each. A study guide will be provided. ALL questions on the midterm exam
will come from the study guide.
Final Exam
The final exam is worth 200 points and will cover chapters 8-12 of the text. The final exam will have 50
questions that are worth 4 points each. A study guide will be provided. ALL questions on the final exam will
come from the study guide.
Grading Scale
This course is graded using the criterion-referenced (standards-based) approach. To get the grade percentage,
take the total points possible and divide by the total points earned. The grade breakdown is as follows:
100 – 95:
A
94 – 90:
A89 – 87:
B+
86 – 83:
B
82 – 80:
B79 – 77:
C+
76 – 73:
C
72 – 70:
C69 - 0:
F
Semester Calendar: http://www.dixie.edu/reg/fall2012.html
Important Dates to Remember
Dates
August 20th
August 23rd
August 24th
August 27th
September 6th
September 10th
September 11th
September 14th
October 1st
October 11th-12th
October 15th
November 1st
November 9th
November 21st –
23rd
DSC Event
Class begins
Last day to waitlist
Last day to add without instructor’s permission/signature
Drop fee begins ($10.00 per class)
$50.00 late registration/payment fee
Last day to drop with refund
Last day to drop without a “W” grade
Pell Grant Census
Courses dropped for non-payment
Last day to add classes
Graduation application deadline for Fall 2012 graduation
Fall Break
Last day to drop classes
Graduation application deadline for Spring 2013 baccalaureate
degrees
Last day for complete withdrawal
Thanksgiving Break
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December 7th
December 10th –
14th
Last day of classes
Final Exams
Date & Time of Final Exam
December 14th at 10:00 AM in our regular classroom.
DSC D-Mail
Important class and college information will be sent to your D-mail account. This information includes your
DSC bill, financial aid/scholarship notices, and notification of dropped classes, reminders of important dates
and events, and other information critical to your success in this class and at DSC. All DSC students are
automatically assigned an e-mail account. If you don’t know your user name and password, go to
http://dmail.dixie.edu for complete instructions. You will be responsible for information sent to your D-mail, so
please check it often.
Disability Accommodations
If you are a student with a medical, psychological or a learning difference and requesting reasonable academic
accommodations due to this disability, you must provide an official request of accommodation to your
Professor(s) from the Disability Resource Center within the first two weeks of the beginning of classes.
Students are to contact the Center on the main campus to follow through with, and receive assistance in the
documentation process to determine the appropriate accommodations related to their disability. You may call
(435) 652-7516 for an appointment and further information regarding the Americans with Disabilities Act
(ADA) of 1990 per Section 504 of the Rehabilitation Act of 1973.
Tutoring
Tutoring services are
provided for all
registered DSC students
and is available for all
subjects.
http://dsc.dixie.edu/tuto
ring/index.htm
Writing Center
The writing center is
in the North Plaza.
The online writing
center can be
accessed at
http://dsc.dixie.edu/o
wl/
Testing Center
The hours are posted
online at
http://new.dixie.edu/testin
g/index.php
Location: North
Plaza
Computer Center
The Smith
Computer Center is
available for
students who need
technology services
to complete
homework
assignments and
research for any
course on campus.
Check the facility
for time schedule.
Location: Avenna
Center
Library
Online help for the
Library can be accessed
at
http://new.dixie.edu/libr
ary/index.php
Academic Honesty – As stated in the DSC Student Handbook; “Academic dishonesty in any form will not be
tolerated at Dixie State College (Academic Discipline Policy, 3.34)” including cheating, and plagiarism. These
acts of academic dishonesty are strictly prohibited.
Policy on Late Assignments, Make-up Work, and Exams
Policy on Turning in Assignments/Assessments
Only hard copies of assignments will be graded. Please turn assignments in to the folder provided. Please pick
up graded assignments and periodic grade reports from your folder. All assignments are due during class time
(see policy on late assignments below). I do not grade electronic copies of assignments.
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Late Assignments: Assignments are due on specific dates (please see course calendar) AND ARE TO BE
TURNED IN DURING CLASS TIME. Assignments turned in after class time will be considered late.
Technology (e.g., printer out of ink, computer broken, etc.) is not an acceptable excuse. The following policy
will be enforced in regards to assignments turned in late:
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1 day late = 25% deduction
2 days late = 50% deduction
3 days late or later = assignment is not accepted for credit
Exams: Exams are scheduled on specific dates (please see course calendar) and must be taken on the
scheduled date.
General Policies
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Cell phones always disrupt learning, so please turn them off before class begins.
Classroom Community: I believe in the intentional design of classrooms that are inviting and
democratic – a Community of Caring. I ask that you help build our classroom community by focusing
and living the following values in our time together: caring, respect, responsibility, and trust.
Re-Do’s: My goal is for each of you to learn as much as possible and to achieve proficiency of the
course content. Therefore, I allow re-do’s of all assignments (does not apply to exams). Re-do’s must
be completed within three days after the graded assignment is returned.
Technology Etiquette: Feel free to use laptops, iPads, iPhones, etc. to take notes during class time or to
find information and/or research for class. Technology is not to be used for playing during class. Please
play your games, check e-mail, Facebook, etc. on your personal time and not during class time.
Learning Etiquette: Please listen to your peers and professor during class time. It is rude and
disrespectful to carry on a conversation while your peers or the professor are speaking and/or presenting.
Disruptive Behavior- DSC disruptive behavior policy states, “Teachers at Dixie State College have the right to
aggressively manage the classroom environment to ensure an effective learning climate. Toward this end,
teachers may dismiss and remove disruptive students from individual class activities. If a student’s behavior
continues to disrupt class activities, the teacher may dismiss and remove disruptive students from their courses.”
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Tentative Schedule
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This is subject to change. However, you will always be given prior notice.
Please read the textbook assignments before class.
August 20th
Overview of the Course
What is Educational Psychology?
 Assigned: Chapter 1 Study Guide; Reflection
August 22nd
Text: Chapter 1 (Introducing Educational Psychology and Reflective Teaching)
Why do we value certain teachers?
There is nothing so practical as a good theory!
Becoming a reflective teacher
 Due: Chapter 1 Study Guide; Reflection
 Assigned: Chapter 2 Study Guide
August 27th
Review requirements and expectations for the Research/Original Idea Project
Meet in Library (Holland Building) at 10:50 AM – Room 234
Mini-tour of new library
August 29th
Text: Chapter 2 (Teachers and Teaching)
What is teaching?
The importance of collective and individual efficacy
Concerns of Beginning Teachers
Presentation: Linda Jones, Educational Librarian (Finding research)
 Due: Chapter 2 Study Guide
September 3rd
Labor Day – No school
September 5th
Teachers and Teaching, continued
Differences between expert teachers and novice teachers
 Assigned: Chapter 3 Study Guide
September 10th
Text: Chapter 3 (Cognitive Development)
Piaget vs. Vygotsky
 Due: Chapter 3 Study Guide
September 12th
Cognitive Development, continued
Applications of Piaget and Vygotsky to the classroom
Why should teachers understand the brain?
 Assigned: Chapter 4 Study Guide
September 17th
Text: Chapter 4 (Social Development)
Social Skills/Social Competence
Self-concept theory
 Due: Chapter 4 Study Guide
September 19th
Independent Research Time
Go to the library and work on your literature review assignment.
September 24th
Bullying and Aggression
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Let’s Get Real (true stories of bullies and the bullied)
 Assigned: Let’s Get Real Reflection; Chapter 5 Study Guide
September 26th
Text: Chapter 5 (Behavioral Learning Theory)
Conditioning, Consequences, and Behavior
Salivating Dogs and Pigeon Boxes
Do behavior theories work in the classroom?
 Due: Chapter 5 Study Guide; Let’s Get Real Reflection
 Assigned: Chapter 6 Study Guide
October 1st
Text: Chapter 6 (Managing Learning in the Classroom)
Developing a learning community
Classroom Management
 Due: Chapter 6 Study Guide
October 3rd
Managing Learning in the Classroom, continued
Dr. Betsy Geddes – approaches to classroom management
MIDTERM EXAM STUDY GUIDE
 Assigned: Chapter 7 Study Guide
October 8th
Text: Chapter 7 (Cognitive Learning Theory)
Information Processing Model
Memory Systems
 Due: Chapter 7 Study Guide
October 10th
MIDTERM EXAM
 Assigned: Chapter 8 Study Guide
October 15th
Text: Chapter 8 (Social Learning Theory, Complex Cognition, and Social Constructivism)
Social Learning Theory
Modeling
Metacognition
 Due: Chapter 8 Study Guide
October 17th
Social Learning Theory, Complex Cognition, and Social Constructivism, continued
Problem-based learning
Cognitive Apprenticeship
Reciprocal Teaching
 Assigned: Chapter 9 Study Guide
October 22nd
Text: Chapter 9 (Learning from Peers)
Theoretical Perspectives
Cooperative Learning
 Due: Chapter 9 Study Guide
October 24th
Cooperative Learning Models and Applications
 Assigned: Chapters 10 & 11 Study Guides
October 29th
Text: Chapter 10 (Motivation and Engagement) & Chapter 11 (Motivation to Learn)
Extrinsic vs. Intrinsic Motivation
What is an engaged learner??
 Due: Chapters 10 & 11 Study Guides
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Assigned: Carol Dweck Article (Perils and Promises of Praise)
October 31st
Text: Perils and Promises of Praise
To praise or not to praise, that is the question!
 Assigned: Chapter 12 Study Guide; Reflection
November 5th
Text: Chapter 12 (Individual Differences and Special Needs)
Learning and Social Challenges
Helping students with special needs succeed in school
Your legal and ethical obligation
 Due: Chapter 12 Study Guide
November 7th
The Theory of Multiple Intelligences
What are the intelligences?
How does this change the way we view students and teach students?
 Assigned: Chapter 13 Study Guide; Reflection
November 12th
Text: Chapter 13 (Issues in Diversity)
Does learning for ALL really mean ALL?
Culture
Inviting practices in the classroom
 Due: Chapter 13 Study Guide
November 14th
The Culture of Poverty
What impact does poverty have on learning?
Implications for teaching and learning
November 19th
Research time in the library
Individual appointments with Dr. Goldhardt to review your research project (pick up Chapters 14 & 15 Study
Guides)
November 21st
Thanksgiving Break – No School
November 26th
Research time in the library
Individual appointments with Dr. Goldhardt to review your research project (pick up Chapters 14 & 15 Study
Guides)
November 28th
Text: Chapter 14 (Assessment for Learning) & Chapter 15 (Standardized and Standards-based Assessments)
History of standardized testing in America (abridged)
The Bell Curve
Testing ethics
 Due: Chapters 14 & 15 Study Guides
December 3rd
The power of effective assessments
Aligning assessments and teaching
Data-based decision making
December 5th
Small group discussions to share your research findings
Wrap-up; Summary of course
Prepare for final exam
RESEARCH/ORIGINAL IDEA PROJECT IS DUE
FINAL EXAM STUDY GUIDE
 DUE: RESEARCH PROJECT
December 14th
FINAL EXAM – 10:00 AM
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EDUC 3110: EDUCATIONAL PSYCHOLOGY
RUBRIC FOR RESEARCH/ORIGINAL IDEA PROJECT
Basic
Fewer than five
Standard 1:
Literature Review references;
Literature is not
from scholarly
sources; The
review is choppy
and the writing is
poor; The review
is simply a “list”
of research.
(0 – 70 points)
Proficient
Exemplary
There are at least
five references;
Literature is
mostly from
scholarly
sources; The
review is clear
and the writing
style is good.
The review flows
well and
connects
together.
(71 – 89 points)
There are more
than five
references and all
are from
scholarly
sources; The
writing is clean,
clear, and
concise; The
review flows
well, and the
reader sees the
connection of the
research.
(90 – 100 points)
APA format is
used correctly
and consistently
for the entire
project.
(45 – 50 points)
There is a clear
and concise
connection of the
idea/application
to the research;
The
idea/application
is clear,
Standard 2: APA
Format
Less than half of
the project
adheres to APA
format
(0 – 20 points)
Most of the
project adheres
to APA format.
(21 - 44 points)
Standard 3:
Original
Idea/Application
of Research
There is little or
no connection of
the
idea/application
to the research;
The
idea/application
is vague and not
There is a
connection of the
idea/application
to the research;
The
idea/application
is clear; Writing
style is effective.
Points
Earned
11
well thought out.; (21 – 44 points)
Writing style is
poor.
(0 – 20 points)
meaningful, and
applicable to
classroom
practice; Writing
is clear, crisp,
and concise.
(45-50 points)
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