Indiana University Northwest
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EDUC P250 SYLLABUS

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Indiana University Northwest

School of Education

 

COURSE SYLLABUS

 

Education Psychology

 

Instructor Name: Antonia (Toni) Szymanski
Email: toniszym@iun.edu
Phone: 219-980-6526

 

See the **Course Schedule**for
session themes, readings, resources, and all assignment due dates.

Instructor Bio

I am Toni Szymanski. I received my PhD from the University of Iowa in Psychological and Quantitative Foundations of Education. My focus is Educational Psychology specifically gifted students and motivation. I love teaching and helping others to discover how we can work together to make the world a better place through improving education. It is my goal to help you become more aware of the greater world around you and the great opportunity and responsibility that teachers have in helping to shape students and thus our world. I especially love finding new videos or articles that help illustrate the topics that we discuss in class. If you find anything interesting please send it my way.

Catalog Course Description

The study and application of psychological concepts and principles as related to the teaching-learning process. Topics covered include educational research methods, cognitive and language development; personal, social, and moral development; behavioral learning; motivation; effective teaching; and measurement and evaluation.

 

 

Course Prerequisites/Corequisites

ENG W131

Course Goals and Outcomes
Students in EDUC-P250 will:

  1. Describe applications of educational psychology.
  2. Compare, contrast and apply the theories of Piaget, Vygotsky, and Erickson.
  3. Identify and demonstrate learning theories in planning and instruction.
  4. Explain the social context for development, including families, peers, and teachers.
  5. Identify characteristic of students with individual differences and design classroom accommodations.
  6. Describe components of and influences on culture and cultural identity.
  7. Identify aspects of bias in society and possible implications for the classroom.
  8. Identify components of multicultural education.
  9. Compare and contrast the principles of behavioral, cognitive, and constructivist learning theories.
  10. Identify and design instructional strategies consistent with specific learning theories.
  11. Explain motivation and factors that affect motivation.
  12. Demonstrate initial program dispositions.

 

Course Competencies/Standards
This course is part of the IU Northwest School of Education's Teacher Education Program.  This program is based upon a research-based conceptual framework that incorporates nine themes, all of which are designed to prepare a "Reflective Professional.

Reflective Professional (Initial)

Agents of Change”

Conceptual Framework Outcomes

Course Objectives

  1. Communication Skills

3

  1. Higher Order Thinking Skills
  1. Instructional Media & Technology

3

  1. Learning & Development*

1,2,3,4,5,6,7,8,9,10,11,12

  1. School Culture & Context

8,9,10,13

  1. Instructional Design & Delivery

3,7,11,12,13

  1. Classroom Management

3,13

  1. Assessment & Evaluation

6,7

  1. Professional Development

14

* This course provides an opportunity for students to create artifacts addressing the IU Northwest School of Education Learning and Development rubric.  This rubric is linked to the Indiana Department of Education teacher preparation standards. The Indiana DOE content standards are available on the web at: http://www.doe.in.gov/educatorlicensing/ProfessionalTeacherStandards.html

This course also reflects the principles of the Interstate Teacher Assessment and Support Consortium (InTASC) and the Grade Level Standards of the Indiana Department of Education..

InTASC STANDARDS

Interstate Teacher Assessment and Support Consortium (InTASC)

Core Teaching Standards

Standard

Course Objectives

The Learner and Learning

1)      Learner Development

1,2,3,4,5,6,7,8,9,10,11,12

2)      Learning Differences

2,3,4,5,6,7,8,9,10,13

3)      Learning Environments

3,4,7,11

Content

4)      Content Knowledge

1,4,5,6,8,9,10,

5)      Application of Content

2,3,7,11,12,13

Instructional Practice

6)      Assessment

6,7

7)      Planning for Instruction

3,7,12,13

8)      Instructional Strategies

3,7,9,10,11,12,13

Professional Responsibility

9)      Professional Learning and Ethical Practice

1,7,9,14

10)  Leadership and Collaboration

2,3,12

 

 INDIANA DEVELOPMENTAL STANDARDS

School Setting– All Grades

This course addresses the Indiana Department of Education Developmental/Pedagogy standards. These standards can be found on the web at: http://www.doe.in.gov/sites/default/files/educator-effectiveness/all-grade-standards.pdf

Standard

Course Objective

  1. Student development and diversity

1,2,3,4,5,6,7,8,9,10,11,12

  1. Learning processes

1,2,6,7,8,10,11,13

  1. Instructional planning and delivery

3,7,12,13

  1. Assessment

6,7

  1. Learning environment

3,4,7,11

  1. The professional environment

1,7,9,14             

  1. Reading instruction

2,6,7,8,12

 

 

Course Materials

Required Text
Moore,W. (2010). The Other Wes Moore, New York: Spiegle & Grau.

Woolfolk, A. (2010). Educational Psychology, 11th edition.  Upper Saddle River, NJ: Allyn & Bacon.

Readings as posted on Oncourse

Grading Information

Grades will be determined as shown in the following assignment chart.  Due dates are detailed in the Course Schedule.

Class will involve lecture (as posted in Oncourse) discussion, and activities.  The goal of class discussions is to explore the topic at hand, so the emphasis will be on discussion and activities. To facilitate your focused and motivated reading of the text before class, there will be unannounced pop quizzes throughout the semester.

As this is an online class, discussions are crucial to your understanding. As such, they are required and graded. Initial postings are due by 11:59pm each Tuesday, peer postings are due by 11:59pm each Saturday. Please refer to the discussion rubric to make sure you understand the evaluation process.

Class sessions may also involve credit-bearing in-class activities designed to help you explore the application of principles discussed in the text.  It is not possible to make up activities missed in class. Late work will not be accepted.  There will be no make-up quizzes or tests.

 

Assignments

Points

Discussion and Class Participation

200     

Pop Quizzes

50

Test 1

100     

Test 2

100

* Developmental Theories Reflection

100

* Theory of Learning Paper

100

*Diverse Needs in Teaching Activity Presentation

100

*Personal Research Based Theory of Teaching**

200

Total

950

**Students will not pass P250 if they earn an overall score of unacceptable (1) on the rubric for this assignment.

*Possible Portfolio Artifact(s)

** SPA assessments

SOE Policy: All SPA assessments, except Assessments 1 and 2, shall be included in course grades. No student shall receive a passing grade for any course if any of the SPA key assessments for that course do not have at least an overall acceptable score.

Grading Scale

As an online class, you are responsible for constructing your understanding of the material. It is your job to make sure that you are keeping up with the readings and discussion postings. If you have questions please post them in Oncourse or email me.

Grades for this course will be determined based on the percent of points earned.

A+

100-98%

A

97-94

A-

93-90

B+

89-87

B

86-83

B-

82-80

C+

79-77

C

76-73

C-

72-70

D+

69-67

D

66-63

D-

62-60

F

59 and below

 

 

Assessment Information

All student assignments will be evaluated via rubrics. The rubrics for discussion question and reflection paper responses are located in the Introduction module. Each of the major assignments has a rubric attached to the assignment.

Each quiz and exam is timed. The quizzes are 8 minutes long for a 5 question quiz. The exams are 2 hours long and most have 3 – 4 questions. They will be available the week that they are posted in the schedule. Please note that you may only take these assessments once so if you have technical difficulties please notify me immediately.

Class Policies Regarding Graded Work

**The following policies are in effect for all individual deliverables throughout the semester, unless noted otherwise. **

IU Northwest Attendance and Course Commitment Policy

This course has been approved to enforce the IU Northwest Attendance and Course Commitment Policy and the full text of this policy is available at http://www.iun.edu/registrar/attendance-policies.htm.

As a student in this course, you are expected to attend scheduled class meetings and actively participate in all class activities. Students who miss the first week of the semester or who do not attend 50% of the scheduled class meetings before the end of the fourth week of the semester may be subject to administrative withdrawal. Regardless of attendance, students who do not actively participate in this class by not submitting a majority of their assignments by the posted due date are subject to administrative withdrawal. Students who are administratively withdrawn from this class after the fourth week will not be eligible for a tuition refund. Administrative withdrawals may have an impact on the student’s financial aid awards and visa status.

 

IU FLAGS (Student Performance Early Alert System)

 

This semester I will be using IU’s Early Alert System to provide real-time feedback on your performance in this course. I will be entering data on factors such as your class attendance, participation, and success with coursework, among other things. This information will provide feedback on how you are faring in the course and offer you suggestions on how you might be able to improve your performance. You will be able to access this information in the student center: OneStart > Student Services page > Student Center > My Academics and Grades > My Grades. If there is no entry, then no concerns have been reported about your academic performance.

***Late Work***

 

Late work is NOT accepted unless a prior arrangement has been made with the instructor. If you have a medical emergency that would excuse you from making a due date, a copy of the doctor or hospital receipt must be submitted.

 

It is expected that you will participate in discussion questions and reflection papers every week. A failure to participate will result in a zero for that graded assignment. Quizzes and discussion questions cannot be made up at a later date.

 

 

***Original Work***


Plagiarism

Honesty requires that any ideas or materials taken from another source for either written or oral use must be fully acknowledged. Offering the work of someone else as one’s own is plagiarism. The language or ideas thus taken from another may range from isolated formulas, sentences, or paragraphs to entire articles copied from books, periodicals, speeches, or the writings of other students. The offering of materials assembled or collected by others in the form of projects or collections without acknowledgment also is considered plagiarism. Any student who fails to give credit for ideas or materials taken from another source is guilty of plagiarism.

Cheating

Dishonesty of any kind with respect to examinations, course assignments, alteration of records, or illegal possession of examinations shall be considered cheating. It is the responsibility of the student not only to abstain from cheating but, in addition, to avoid the appearance of cheating and to guard against making it possible for others to cheat. Any student who helps another student to cheat is as guilty of cheating as the student he or she assists. The student also should do everything possible to induce respect for the examining process and for honesty in the performance of assigned tasks in or out of class.

***Incompletes***

 

 

NOTE: The instructor will keep students apprised of assignment grades via the online class Grade book. Students are responsible for contacting the instructor if they do not receive any grade by 10 days after the assignment submission date.

 

The Course Evaluation

Many students disregard course evaluations as an optional part of taking a course. At IUN, and especially for online classes, completing the course evaluations is not optional.  Your input, suggestions, opinions matter and are taken seriously. We cannot continue to promote online course offerings if students do not complete their course evaluations because departments are held accountable for having adequate response rates and instructors are also affected by low response rates. Please do your part in understanding that it is part of your duty as a student to complete every course evaluation, regardless of how you personally feel about the course or the instructor. They are that important.

IU Academic Policies

This course is governed by IU academic policies in the following areas:

  • Grading Guidelines
  • Writing Standards
  • Academic Integrity and Plagiarism
  • Course Evaluations
  • Students With Disabilities

 

Additional Information

School of Education Ombudsperson

The School of Education has an office of the Ombudsperson who is responsible for helping students who are encountering difficulties with a class that cannot be resolved through working with the professor. If you have any issues with this class that you feel have not been resolved through communicating with me, please feel free to contact Dr. Matthew J. Benus (mbenus@indiana.edu) to schedule a meeting.

 

SUCCESSFUL STUDY USING ONCOURSE

The home page of Oncourse has links, video tutorials and several tips and updates to help you navigate the website. IU has prepared a reference page containing links to information about a variety of resources to help you function successfully in your online Oncourse class.

If you are having difficulty with technology, it is your responsibility to seek assistance. The IU Northwest Student Help Desk is there to help you. You can walk in if you’re on campus, call, or email. The contact information is below:

IT Support Center

Hawthorn 108
219-981-4357 (24/7)
iunhelp@iun.edu

Right to Accommodation for Individuals with Disabilities

Indiana University is committed to creating a learning environment and academic community that promotes educational opportunities for all individuals, including those with disabilities. Course directors are asked to make reasonable accommodations, upon request by the student or the university, for such disabilities. It is the responsibility of students with documented physical or learning disabilities seeking accommodation to notify their course directors and the relevant campus office that deals with such cases in a timely manner concerning the need for such accommodation. Indiana University will make reasonable accommodations for access to programs, services, and facilities as outlined by applicable state and federal laws.

Please notify me within the first two (2) weeks of the semester if you require accomodations.

Campus support office:


Student Support Services, HH 29, (219) 980-6798
Student Support Services www.iun.edu/~supportn