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EIS 201, SAMPLE SYLLABUS
Educational Psychology – Human Growth and Development
Spring 2011
Professor:
Office:
Office Hours:
Phone:
Fax:
E-Mail:
Class Hours:
Class Location:
Dr. John Sample
115 Horrabin Hall
M 1:30-2:30, T 1:30-2:30, TH 1:30-3:30 and by appointment
298-1183
298-2786
J-Sample@wiu.edu
TTH 11:30-12:45
HH 3
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.
REQUIRED READINGS: There is no required textbook for this course. Course readings will consist
of articles focusing on human development theory, research, and practice applied to education. All
required readings will be posted on WesternOnline (http://westernonline.wiu.edu).
CATALOG DESCRIPTION: Explores human growth and development from conception through
early adulthood, emphasizes relationship of development to teaching/learning process, classroom
** Syllabus is subject to revision.
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management, motivation, and individual differences (K-12). Field experiences are required. A student
must receive a grade of “C” or higher in the clinical experience component and in the course prior to
enrolling in EIS 301.
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.”
BIG IDEAS FOR EIS 201: EIS 201 explores human growth and development through the school age
years, emphasizing the relationship of development to the teaching–learning process. The emphasis of
this course is on helping teacher candidates to understand the whole individual by exploring the areas
of physical, cognitive, language, emotional, moral, and social development as well as motivation. All
of these areas will be discussed with respect to how they impact the academic and social behaviors of
students in schools.
Who we are and how we develop as human beings is constrained, but not determined, by our
biological inheritance. It takes both genes and an environment to make a person. Neither partner in the
process is dominant, rather each impacts the other and each is essential, albeit in different ways.
Understanding how these two factors in development interact and reciprocally affect one another is
critical to understanding how human development proceeds. At the completion of EIS 201, the
student will have acquired basic knowledge and skills in:
Physical Development
The physical changes associated with puberty, and in particular the timing of puberty, have a
profound impact on one’s cognitive (including the brain), emotional, and social development.
Health-related issues, such as obesity, drug and alcohol use, and teen sexual activity, have a
strong influence on the development of children and adolescents.
Healthy brain development is vital to the life of the individual and is not complete until late
adolescence/early adulthood.
Cognitive Development
Constructivism is based upon the idea that we actively construct our understanding of the
environment. A historical understanding of constructivism is found in the theories of Piaget and
Vygotsky.
Current views of cognitive development focus on the Information Processing Theory. The
various components of this model (e.g., attention, memory strategies, metacognition) change
with the development of the individual.
Language & Literacy Development
While the development of language and its components (phonology, semantics, grammar, and
pragmatics) is a naturally unfolding process, the development of literacy is a learned process
(consisting of several stages) that does not fully develop until adulthood.
Emotional Development
** Syllabus is subject to revision.
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Development of one’s emotional self is strongly influenced by one’s temperament and early
attachments.
One’s sense of self (self-concept, self-esteem, self-efficacy, identity) changes dramatically over
the school-age years.
Moral Development
Developmental issues of human morality and its impact on students in educational settings has
been explained from a cognitive perspective (e.g., Kohlberg and Piaget), a caring and empathy
perspective (e.g., Noddings), and the perspective that concepts of morality are distinct from
prototypical social conventions (e.g., Turiel).
Social Development
The family acts as a system and thus influences and is influenced by each member. This
dynamic interaction and the role played by the family changes with the development of the
individual. The beliefs, values, and traditions of the family ultimately influence the individual.
Peers play a number of roles in the social development of youth. Such influences may be
beneficial and/or detrimental to the overall well-being of the individual. The level of
susceptibility to the influence as well as the nature of such influence changes with
development.
Motivation
Motivation is a combination of beliefs and expectations, both intrinsic and extrinsic, that
individuals hold in relation to specific situations and activities. Such beliefs and expectations result
from multiple factors including prior experiences, observations of others, needs, goals, as well as
emotional and physiological states.
ILLINOIS PROFESSIONAL TEACHING STANDARDS:
http://www.isbe.net/profprep/PDFs/ipts.pdf
The Illinois Professional Teaching Standards (IPTS) define the expectations for all teachers, including
preservice teachers, in the state of Illinois. As part of your teacher training, you will be expected to
show knowledge and performance of each of these standards. The content and requirements of this
course address the following portions of the Illinois Professional Teaching Standards:
Standard 2 – Human Development and Learning
 Knowledge A, B, C, D, E
Standard 3 – Diversity
 Knowledge C, D (partial)
Standard 5 – Learning Environment
 Knowledge A, D
Standard 7 – Communication
 Knowledge A (partial)
Standard 10 – Reflection and Personal Growth
 Performance 1 (partial)
INSTRUCTIONAL METHODS AND ACTIVITIES:
** Syllabus is subject to revision.
This course will utilize a variety of
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instructional methods, including lecture, discussion, case studies, small-group activities, videotapes,
and writing.
COURSE REQUIREMENTS AND EVALUATION PROCEDURES: Students in this course will
be expected to read, observe, discuss, and write about various development principles as they relate to
this class and to their future careers. Students’ final grades will be determined by their performance on
the following:
Quizzes – 100 points
Twenty-five quizzes (4 points each) will be given in this course throughout the semester (see
schedule). Quizzes will typically consist of four questions consisting of short answer or completion
items. Material for quizzes will come from the assigned readings and will be based on the objectives
for that class session.
Exams – 160 points
Four exams (40 points each) will be given in this course throughout the semester (see schedule).
Exams will typically consist of 20-25 short-answer questions. Material for exams will come from the
required readings, other assigned readings, lectures, discussions, class activities, and videos.
Field Observation Paper – 15 points
For this project, students will write a paper based on a preschool observation completed at the daycare
located in Horrabin Hall.
Classroom Management Project – 20 points
Students will create three items: a classroom sketch, a typed list of classroom rules and procedures, and
a brief (2-page) typed explanation that includes their management philosophy. The sketch, which
should be labeled by grade level and subject area, can be drawn freehand.
Participation – 30 points
Students will be expected to play an active role in class discussions and activities by sharing
experiences, asking and answering questions, actively listening to others in class, and completing inclass writing assignments. Attendance is necessary for but NOT equivalent to participation.
ASSIGNMENT
Quizzes
Exams
Preschool Observation Paper 1
Classroom Management Project
Participation
TOTAL
TOTAL POINTS
100
160
15
20
30
325
GRADING SCALE
A 299 to 325
C 234.0 to 253.0
A- 292.5 to 298.5 C- 227.5 to 233.5
B+ 286 to 292
D+ 221.0 to 227.0
B 266.5 to 285.5 D 201.5 to 220.5
B- 260-266
D- 195 to 201
C+ 253.5 to 259.5 F below 195
DUE DATES: A student’s grade for an assignment will be reduced by ten percent (10%) of the total
points possible on the assignment for each day (including weekend days) that a paper or project is late.
The maximum amount of points that will be deducted for a late assignment is thirty percent (30%) of
the total points possible on the assignment. Thus, it is my suggestion that if you need to turn something
in late, you should do so as soon as possible after it is due. You should contact me immediately when
something is late so that arrangements can be made for you to get me your assignment in a timely
manner. Only under extraordinary, documented circumstances will exceptions be made to this policy.
** Syllabus is subject to revision.
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No make-up exams or quizzes will be administered. The sole exception to this rule is if a documented,
personal emergency prevents you from taking an exam or quiz, AND you have notified the professor
prior to the exam or quiz.
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.
ATTENDANCE: It is the student’s responsibility to acquire lecture notes and any materials for
classes missed. Class will start promptly on time, and classes will be dismissed on time. Please do not
be late as tardiness is distracting to the professor and to your fellow classmates. If a pattern of tardiness
appears, the professor may ask for a meeting with the student.
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. Any evidence of academic dishonesty will negatively impact your grade, and
could potentially impact your status as a student. Students may access the university’s Academic
Integrity Policy online at http://www.wiu.edu/policies/acintegrity.php.
Also, 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, which include collaboration, honesty/integrity, respect, commitment to learning,
responsibility, and emotional maturity.
ELECTRONIC CLASSROOMS: It is the College of Education’s policy that no food or beverages
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.
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. For the instructor to provide the proper accommodation(s) you must
obtain documentation of the need for an accommodation through Disability Support Services and
provide it to the instructor. 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 Support Services at 298-2512 for additional services.
STUDENT RIGHTS AND RESPONSIBILITIES: Students can access information regarding their
** Syllabus is subject to revision.
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rights and responsibilities at the following web site: http://www.wiu.edu/provost/students/.
TENTATIVE SEMESTER SCHEDULE (subject to change at the discretion of the professor.):
DATE
1/18/11
1/20/11
1/25/11
1/27/11
2/01/11
2/03/11
2/08/11
2/10/11
2/15/11
2/17/11
2/22/11
2/24/11
3/01/11
3/03/11
3/08/11
3/10/11
3/15/11
3/17/11
3/22/11
3/24/11
3/29/11
3/31/11
4/05/11
4/07/11
4/12/11
4/14/11
4/19/11
4/21/11
4/26/11
4/28/11
5/03/11
5/05/11
5/10/11
TOPIC
Syllabus/Course Introduction
Developmentally Appropriate Practice
Studying Development
Physical Development
Physical Development
Physical Development
Physical Development
Physical Development
Exam 1
Cognitive Development
Cognitive Development
Cognitive Development
Cognitive Development
Cognitive Development
Cognitive Development
Exam 2
No Class – Spring Break
No Class – Spring Break
Language/Literacy
Language/Literacy
Personal/Emotional Development
Personal/Emotional Development
Personal/Emotional Development
Exam 3
Social Development
Social Development
Social Development
Social Development
Classroom Management
Classroom Management
Classroom Management
Classroom Management
Final Exam 1:00
** Syllabus is subject to revision.
Quiz/Assignment Due
Practice Quiz
Quiz 1
Quiz 2
Quiz 3
Quiz 4
Quiz 5
Quiz 6
Quiz 7
Quiz 8
Quiz 9
Quiz 10
Quiz 11
Quiz 12
Quiz 13
Quiz 14
Quiz 15
Quiz 16
Quiz 17
Quiz 18
Quiz 19, Preschool Observation Paper
Quiz 20
Quiz 21
Quiz 22
Quiz 23
Quiz 24, Classroom Management Project
Quiz 25
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