Educational Psychology

I.     Course Prefix/Number: PSY 201

       Course Name: Educational Psychology

       Credits: 3 (3 lecture; 0 lab)

II.    Prerequisite

PSY 101

III.   Course (Catalog) Description

Course focuses on application of psychological principles to educational practice. Content includes cognitive and psychological development, human learning, and motivation, with emphasis on application for learner-centered instruction, assessment, and diversity. Twelve hours in local, K-12 school settings are required.

IV.   Learning Objectives

Courses within the Education Program contribute to the fulfillment of multiple professional teaching standards.  In most cases the courses at Oakton will introduce the skill/concept covered in the standard; however, some standards are fully met at this level.  Each course will have assignments linked to particular learning standards.  These assignments, or “artifacts,” serve as evidence that the student has either been introduced to or met the concept/skill described in the standard.  The artifacts will be saved in an electronic learning portfolio within each Education course so that at the time of transfer each student will have standards-based evidence of accomplishment in all Education courses completed prior to transfer to a College of Education. 

It is crucial that students understand the linkage of assignments in all Education courses to particular standards.  Assignments are not only a part of a certain course, but begin to build the body of knowledge each student will continue to develop during the remainder of her/his academic life and throughout her/his professional career.  Each student, while in an Education major program at a four-year college or university, will be asked to collect and look back over all artifacts created, create linkages among the artifacts, and reflect upon the learning that has occurred during the course of his/her entire sequence of Education classes.  Each student will develop a complete electronic learning portfolio that addresses all professional teaching standards prior to graduation with a Bachelors degree.  Even though graduation with a BA may seem many semesters away, Education students at Oakton must begin to plan and develop their electronic learning portfolios while completing Education courses offered at Oakton.

For a full listing of professional teaching standards met at Oakton and more detailed information on where this course fits into the entire Education program and individual portfolio development, go to the Education Program website: www.oakton.edu/educationprogram.

Illinois Professional Teaching Standards (IPTS - 2013)

Standard 1: Teaching Diverse Students

The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences. The teacher uses these experiences to create instructional opportunities that maximize student learning.

Standard 2: Content Area & Pedagogical Knowledge

The competent teacher has in-depth understanding of content area knowledge that includes central concepts, methods of inquiry, structures of the disciplines, and content area literacy. The teacher creates meaningful learning experiences for each student based upon interactions among content area and pedagogical knowledge and evidence-based practice.

Standard 3: Planning for Differentiated Instruction

The competent teacher plans and designs instruction based on content area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. The teacher plans for ongoing student growth and achievement.

Standard 4: Learning Environment

The competent teacher structures a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, emotional well-being, self-efficacy, positive social interaction, mutual respect, active engagement, academic risk-taking, self-motivation, and personal goal-setting.

Standard 5: Instructional Delivery

The competent teacher differentiates instruction by using a variety of strategies that support critical and creative thinking, problem-solving, and continuous growth and learning. This teacher understands that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student.

Standard 6: Reading, Writing & Oral Communication

The competent teacher has foundational knowledge of reading, writing, and oral communication within the content area and recognizes and addresses student reading, writing, and oral communication needs to facilitate the acquisition of content knowledge.

Standard 7: Assessment

The competent teacher understands and uses appropriate formative and summative assessments for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. The teacher makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student.

Standard 8: Collaborative Relationships

The competent teacher builds and maintains collaborative relationships to foster cognitive, linguistic, physical, and social and emotional development. This teacher works as a team member with professional colleagues, students, parents or guardians, and community members.

Standard 9: Professionalism, Leadership, and Advocacy

The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.

There are three levels that indicate the level to which the standards / indicators identified are addressed:

Partially Introduced: Concepts are partially covered at a beginning level of knowledge and/or skill.

Introduced: Concepts are covered at a beginning level of knowledge and/or skill.

Met: Concepts are covered at a proficient level of knowledge and/or skill.

Partially Introduced

Knowledge Indicators:

The competent teacher

1A. Understands the spectrum of student diversity (e.g. race and ethnicity, socioeconomic status, special education, gifted, English language learners (ELL), sexual orientation, gender, gender identity) and the assets that each student brings to learning across the curriculum.

1D. Understands the impact of cognitive, emotional, physical, and sensory disabilities on learning and communication pursuant to the Individuals with Disabilities Education Improvement Act (also referred to as “IDEA”) (20 USC 1400 et seq.), its implementing regulations (34 CFR 300; 2006), Article 14 of the School Code (105 ILCS 5/Art. 14) and 23 Ill. Adm. Code 226 (Special Education).

1F. Understands his or her personal perspectives and biases and their effects on one’s teaching.

3B. Understands how to develop short- and long-range plans, including transition plans, consistent with curriculum goals, student diversity, and learning theory.

8B. Understands the collaborative process and the skills necessary to initiate and carry out that process.

8D. Understands the benefits, barriers, and techniques involved in parent and family collaborations.

8E. Understands school- and work-based learning environments and the need for collaboration with all organizations (e.g. businesses, community agencies, nonprofit organizations) to enhance student learning.

Performance Indicators:

The competent teacher

1K. Facilitates a learning community in which individual differences are respected.

Introduced

Knowledge Indicators:

The competent teacher

1B. Understands how each student constructs knowledge, acquires skills, and develops effective and efficient critical thinking and problem-solving capabilities.

1C. Understands how teaching and student learning are influenced by development (physical, social and emotional, cognitive, linguistic), past experiences, talents, prior knowledge, economic circumstances and diversity within the community.

1E. Understands the impact of linguistic and cultural diversity on learning and communication.

1G. Understands how to identify individual needs and how to locate and access technology, services, and resources to address those needs.

3A. Understands the Illinois Learning Standards (23 Ill. Adm. Code 1.Appendix D), curriculum development process, content, learning theory assessment, and student development and knows how to incorporate this knowledge in planning differentiated instruction.

4A. Understands principles of and strategies for effective classroom and behavior management.

4B. Understands how individuals influence groups and how groups function in society.

4C. Understands how to help students work cooperatively and productively in groups.

4D. Understands factors (e.g. self-efficacy, positive social interaction) that influence motivation and engagement.

5A. Understands the cognitive processes associated with various kinds of learning.

5B. Understands principles and techniques, along with advantaged and limitations, associated with a wide range of evidence-based instructional practices.

6A. Understands appropriate and varied instructional approaches used before, during, and after reading, including those that develop word knowledge, vocabulary, comprehension, fluency, and strategy use in the content areas.

6D. Understands writing processes and their importance to content learning.

7A. Understands the purposes, characteristics, and limitations of different types of assessments, including standardized assessments, universal screening, curriculum-based assessment, and progress monitoring tools.

7C. Understands measurement theory and assessment-related issues, such as validity, reliability, bias, and appropriate and accurate scoring.

7D. Understands current terminology and procedures necessary for the appropriate analysis and interpretation of assessment data.

7E. Understands how to select, construct, and use assessment strategies and instruments for diagnosis and evaluation of learning and instruction.

9A. Evaluates best practices and research-based materials against benchmarks within the disciplines.

9D. Identifies paths for continuous professional growth and improvement, including the design of a professional growth plan.

Performance Indicators:

The competent teacher

1L. Uses information about students’ individual experiences, families, cultures, and communities to create meaningful learning opportunities and enrich instruction for all students.

9I. Models professional behavior that reflects honesty, integrity, personal responsibility, confidentiality, altruism and respect.

9K. Reflects on professional practice and resulting outcomes; engages in self-assessment; and adjusts practices to improve student performance, school goals, and professional growth.

9O. Participates in professional development, professional organizations, and learning communities, and engages in peer coaching and mentoring activities to enhance personal growth and development.

9R. Is aware of and complies with the mandatory reporter provisions of Section 4 of the Abused and Neglected Child Reporting Act (325 ILSC 5/4).

Met

Knowledge Indicators:

The competent teacher

2A. Understands theories and philosophies of learning and human development as they relate to the range of students in the classroom.

V.    Academic Integrity and Student Conduct

Students and employees at Oakton Community College are required to demonstrate academic integrity and follow Oakton's Code of Academic Conduct. This code prohibits:

• cheating,
• plagiarism (turning in work not written by you, or lacking proper citation),
• falsification and fabrication (lying or distorting the truth),
• helping others to cheat,
• unauthorized changes on official documents,
• pretending to be someone else or having someone else pretend to be you,
• making or accepting bribes, special favors, or threats, and
• any other behavior that violates academic integrity.

There are serious consequences to violations of the academic integrity policy. Oakton's policies and procedures provide students a fair hearing if a complaint is made against you. If you are found to have violated the policy, the minimum penalty is failure on the assignment and, a disciplinary record will be established and kept on file in the office of the Vice President for Student Affairs for a period of 3 years.

Please review the Code of Academic Conduct and the Code of Student Conduct, both located online at
www.oakton.edu/studentlife/student-handbook.pdf

VI.   Sequence of Topics

Topics are not listed in chronological order; students should refer to the course calendar for the sequence of topics in a specific section. Individual instructors may add additional topics.

  1. Educational Psychology: A Tool for Effective Teaching
  2. Educational Research Methods
  3. Cognitive and Language Development
  4. Social Contexts and Socioemotional Development
  5. Individual Variations
  6. Sociocultural Diversity
  7. Learners Who Are Exceptional
  8. Behavioral and Social Cognitive Approaches
  9. The Information-Processing Approach
  10. Social Constructivist Approaches
  11. Learning and Cognition in the Content Areas
  12. Planning, Instruction, and Technology
  13. Motivation, Teaching, and Learning
  14. Managing the Classroom
  15. Standardized Tests and Teaching
  16. Classroom Assessment and Grading

VII.  Methods of Instruction

Individual instructors will use an array of methods, which could include lectures, demonstrations, guest speakers, small group or full class discussions, student presentations, student debates, multi-media presentations, and/or field trips.


Course may be taught as face-to-face, hybrid or online course.

VIII. Course Practices Required

Students in all PSY 201 sections must:

  • Attend an Education Program orientation session during this course if they have not done so beforehand.
  • Create a plan for completing and passing the Test of Academic Proficiency, which is required of all students prior to admittance into an Education major at a 4-year institution.
  • Complete 12 hours of in-school experiences and observation for this course. Students cannot pass this course without completing the required hours, most, if not all, of which will take place during normal school hours.
  • Submit a criminal background check in order to begin the observation hours. Students will be provided detailed instructions for the background check by the Education Program Coordinator. There will be a fee associated with the background check.
  • Submit results from a tuberculosis (TB) skin test (also known as the tuberculin or PPD test) in order to begin the observation hours. TB tests are given at the Oakton nurse’s office on either campus. A small fee is associated with the test.
  • Attend class, participate in class discussions, and fully engage in group work and individual assignments given as part of the class session.
  • Purchase the required textbooks and bring the textbook to every class session.
  • Complete the assigned readings before coming to class. 
  • Complete work on time. Late work will not be accepted without consultation with the instructor.
  • Possess the ability to read and understand college-level text material. 
  • Write at least the equivalent of 12-15 typed pages of material that will be graded.  This writing may take many forms. Writing should be free from typographical, spelling, and grammatical errors; and be typed, doubled-spaced, using 10 or 12 point normal fonts (Arial, Times New Roman), with 1-inch margins. When applicable, all citations should use APA format.
  • Possess the ability to use basic technology, such as Desire2Learn (the on-line course management system used for all EDN courses), e-mail, Internet search engines, library research databases and presentation software.  Students should regularly check the D2L course site, at least once before each class session.  Class announcements are made via D2L. Students should e-mail the instructor within the D2L class shell. Students need regular access to the Internet, which is available in the computer labs at both campuses. Students should schedule a technology instruction session with the instructor during office hours if extra technological help is needed.
  • Help the instructor create and maintain a safe and healthy learning environment for all students in the class. All students and the instructor should be treated respect and consideration.  Bullying, discriminatory, disruptive and/or disrespectful behavior can result in removal from the class and possible suspension or dismissal from the college.

Instructors of specific PSY 201 sections may create additional requirements of students, related to things such as:

  • Specific attendance policies
  • Specific policies regarding use of technology in the classroom
  • Specific classrooms rules
  • Specific academic requirements

IX.   Instructional Materials

Note: Current textbook information for each course and section is available on Oakton's Schedule of Classes.

  • Educational Psychology, 5th ed., John W. Santrock, McGraw Hill, 2011.
  • Educational Psychology: Developing Learners, 8th ed., Jeanne Ormrod, Prentice Hall, 2014.
  • Case Studies: Applying Educational Psychology, 2nd ed., Jeanne Ormrod & Dinah McGuire, Pearson, 2007.
  • Annual Editions: Educational Psychology, 28th ed., Kathleen Cauley & Gina Pannozzo, McGraw Hill, 2013.
  • On-line articles and readings

X.    Methods of Evaluating Student Progress

Instructors of PSY 201 sections will create specific assignments based on the suggested assignments below. At least one assignment must be linked to each of the learning objectives of this course, which are based on the Illinois Professional Teaching Standards (IPTS) 2013. Assignments may apply to more than one IPTS. There may be some assignments or elements of the course that are specific to that section and do not align with one specific IPTS. Individual instructors must fill out the grid below and include brief descriptions of each assignment below the grid. Each assignment should also have a detailed assignment sheet and grading rubric that is available to students in addition to the syllabus.

IPTS

Assignment / Artifact (suggested)

1A

D2L discussions, reflection paper / journal, class discussion / debate, observation reflection, class presentation, video / case study analysis, current issue analysis, teacher interview, school psychologist / guidance counselor interview.

1B

Observation reflection, class presentation, video / case study analysis, teacher interview, school psychologist / guidance counselor interview, lesson plan, teaching demonstration, research paper, article review, educational development autobiography, electronic learning portfolio, quiz / exam.

1C

D2L discussions, reflection paper / journal, class discussion / debate, observation reflection, class presentation, video / case study analysis, teacher interview, school psychologist / guidance counselor interview, lesson plan, teaching demonstration, role play, educational development autobiography, quiz / exam.

1D

Observation reflection, class presentation, video / case study analysis, teacher interview, school psychologist / guidance counselor interview, research paper, article review, IDEA assessment, quiz / exam.

1E

D2L discussions, reflection paper / journal, class discussion / debate, observation reflection, video / case study analysis, current issue analysis, teacher interview, school psychologist / guidance counselor interview, role play, article review, educational development autobiography, quiz / exam.

1F

D2L discussions, reflection paper / journal, observation reflection, video / case study analysis, educational development autobiography.

1G

Class presentation, video / case study analysis, teacher interview, school psychologist / guidance counselor interview, internet research, research paper, article review, quiz / exam.

1K

D2L discussions, reflection paper / journal, class discussion / debate, observation reflection, video / case study analysis, current issue analysis, teacher interview, school psychologist / guidance counselor interview, lesson plan, teaching demonstration.

1L

D2L discussions, reflection paper / journal, class discussion / debate, observation reflection, video / case study analysis, current issue analysis, teacher interview, school psychologist / guidance counselor interview, lesson plan, teaching demonstration.

2A

D2L discussions, reflection paper / journal, class discussion / debate, observation reflection, class presentation, video / case study analysis, current issue analysis, teacher interview, school psychologist / guidance counselor interview, panel presentation reflection, lesson plan, teaching demonstration, assessment evaluation rubric, role play, internet research, analysis of children’s TV show / computer game / app / book series, research paper, article review, educational development autobiography, electronic learning portfolio, quiz / exam.

3A

D2L discussions, observation reflection, video / case study analysis, teacher interview, school psychologist / guidance counselor interview, lesson plan, teaching demonstration, role play, article review, quiz / exam.

3B

D2L discussions, observation reflection, video / case study analysis, teacher interview, school psychologist / guidance counselor interview, lesson plan, teaching demonstration, role play, article review, quiz / exam.

4A

D2L discussions, observation reflection, video / case study analysis, teacher interview, school psychologist / guidance counselor interview, lesson plan, teaching demonstration, role play, article review, quiz / exam..

4B

D2L discussions, observation reflection, video / case study analysis, teacher interview, school psychologist / guidance counselor interview, lesson plan, teaching demonstration, role play, article review, quiz / exam.

4C

D2L discussions, observation reflection, video / case study analysis, teacher interview, school psychologist / guidance counselor interview, lesson plan, teaching demonstration, role play, article review, quiz / exam.

4D

D2L discussions, observation reflection, video / case study analysis, teacher interview, school psychologist / guidance counselor interview, lesson plan, teaching demonstration, role play, article review, quiz / exam..

5A

D2L discussions, observation reflection, video / case study analysis, teacher interview, school psychologist / guidance counselor interview, lesson plan, teaching demonstration, role play, article review, quiz / exam.

5B

D2L discussions, observation reflection, video / case study analysis, teacher interview, school psychologist / guidance counselor interview, lesson plan, teaching demonstration, role play, article review, quiz / exam.

6A

D2L discussions, class discussion / debate, observation reflection, class presentation, video / case study analysis, current issue analysis, teacher interview, school psychologist / guidance counselor interview, role play, quiz / exam.

6D

D2L discussions, reflection paper / journal, class discussion / debate, observation reflection, video / case study analysis, teacher interview, school psychologist / guidance counselor interview, article review, quiz / exam.

7A

D2L discussions, reflection paper / journal, class discussion / debate, observation reflection, video / case study analysis, teacher interview, school psychologist / guidance counselor interview, assessment evaluation rubric, role play, research paper, article review, quiz / exam.

7C

D2L discussions, reflection paper / journal, class discussion / debate, observation reflection, video / case study analysis, teacher interview, school psychologist / guidance counselor interview, assessment evaluation rubric, role play, research paper, article review, quiz / exam..

7D

D2L discussions, reflection paper / journal, class discussion / debate, observation reflection, video / case study analysis, teacher interview, school psychologist / guidance counselor interview, assessment evaluation rubric, role play, research paper, article review, quiz / exam.

7E

D2L discussions, reflection paper / journal, class discussion / debate, observation reflection, video / case study analysis, teacher interview, school psychologist / guidance counselor interview, assessment evaluation rubric, role play, research paper, article review, quiz / exam.

8B

D2L discussions, reflection paper / journal, class discussion / debate, observation reflection, teacher interview, school psychologist / guidance counselor interview, role play, quiz / exam.

8D

D2L discussions, reflection paper / journal, class discussion / debate, observation reflection, video / case study analysis, teacher interview, school psychologist / guidance counselor interview, role play, article review, quiz / exam.

8E

D2L discussions, reflection paper / journal, class discussion / debate, observation reflection, class presentation, video / case study analysis, teacher interview, school psychologist / guidance counselor interview, role play, article review, quiz / exam.

9A

D2L discussions, class discussion / debate, observation reflection, video / case study analysis, teacher interview, school psychologist / guidance counselor interview, internet research, research paper, article review, quiz / exam.

9D

Reflection paper / journal, electronic learning portfolio, attitudinal survey, personal inventory, teacher interview, participation in student club.

9I

Reflection paper / journal, electronic learning portfolio, attitudinal survey, personal inventory, teacher interview, participation in student club.

9K

D2L discussions, reflection paper / journal, class discussion / debate, observation reflection, teacher interview, school psychologist / guidance counselor interview,  role play, instructor interview, attitudinal survey.

9O

Attend professional conference or workshop, join professional organization, student club, electronic learning portfolio, personal reflection, D2L discussion

9R

Current event analysis, compare / review school handbooks, teacher interview, school psychologist / guidance counselor interview, observation reflection, exam / quiz.

All sections of PSY 201 must include the following elements of evaluation:

  1. Education Orientation
    Students must attend an Education Program orientation session during this course if they have not done so beforehand. Instructors may give points or extra credit for completion of this requirement.
  2. Test of Academic Proficiency (TAP) Plan
    Students must create a plan for completing and passing the Test of Academic Proficiency while at Oakton. This assessment is required of all students prior to admittance into an Education major at a 4-year institution. Instructors may give points or extra credit for completion of this requirement.
  3. In-school Experiences and Observation
    Students are required to complete 12 hours of in-school experiences and observation for this course. Students cannot pass this course without completing the required hours. Specific instructors will determine the tasks to be completed during the 12 hours. They must include 1) at least 10 hours of direct observation of children in a classroom; and, 3) interviews with a teacher and a school psychologist. Students must track the hours completed on the official Oakton observation log sheet, as well as write a reflection based on the experiences.
  4. IDEA Assessment
    Students must pass an assessment on the Individuals with Disabilities Education Act (70% or better).
  5. Learning Portfolio
    Students must organize all their completed work for this course in an electronic portfolio. The portfolio should include the assignments / “artifacts,” a document that clearly links each artifact with one or more IPTSs, and a reflection by the student on the linkages among artifacts and the extent of their learning in the course.
  6. Examinations
    Student learning must be assessed by at least two examinations or multiple quizzes. At least fifty percent of the assessments should be in class or in a proctored testing center and be closed book, closed notes.
  7. Evaluation Scheme
    Individual instructors must include a detailed breakdown of the possible points awarded for each assignment, as well as a tally of the total number of points available in the course.
  8. Final Grade
    90% - 100% = A
    80% - 90% = B
    70% - 80% = C
    60% - 70% = D
    Below 60% = F

XI.   Other Course Information

  1. Instructor Contact Information

    Instructors will provide their contact information and office hours.

  2. Test of Academic Proficiency

    This assessment (formerly the Basic Skills Test) is a statewide requirement of all students prior to admittance into any Education major at a 4-year institution. Students should take the TAP at least one semester prior to graduation or transfer from Oakton. It is strongly recommended that candidates take measures to prepare for the test in order to maximize their potential for success. Given the high stakes nature of this test, students are urged to be prepared. There is a limit on the number of times that an individual can take the Test of Academic Proficiency. No individual will be allowed to take the Test of Academic Proficiency more than five times. For this reason, individuals not passing the test should not repeat the test without taking measures to remediate their areas of weakness. Sitting repeatedly for a test will also require paying to take the tests multiple times, which will be costly.

    The test is available in a computer-based format only through Pearson Vue Centers (www.icts.nesinc.com).  Individuals will be able to schedule a time to take the test whenever the test center is open (generally Monday-Saturday). As of July 2013, the cost of the entire test is $125 and a single sub-test fee is $75.

    Oakton offers EDN 100, a 1-credit preparation course for the TAP. In order to pass the Test of Academic Proficiency individuals must achieve passing scores on the three multiple choice sub-tests (Reading Comprehension, Language Arts and Mathematics) and achieve a passing score on the Writing sub-test (Writing Sample). The minimum passing scores for the three multiple choice sections require individuals to get approximately 75% of the items correct for each given sub-test. Individuals who take the Test of Academic Proficiency and are successful on one or more of the sub-tests will only need to retake the sub-tests on which they were unsuccessful.

    The Illinois State Board of Education will also accept a composite score of 22 or above on the ACT Plus Writing; or a composite (mathematics and critical reading) SAT score of 1030.  Note that the writing subtest must have been taken for each test; however, the writing score is not included in the composite score requirement for either test. The ACT or SAT must have been taken within the past 10 years.

    Students must designate Oakton as a recipient of the scores on the TAP test application, or submit a copy of their ACT or SAT scores to the Education Program Coordinator, so that the Oakton Education Program can verify students have met this requirement prior to completion of the Teacher Preparation Concentration.

  3. This course transfers as an Education major requirement to many 4-year colleges and universities; however, in order to transfer, students must attain a “C” or better in the course. For more information about the transferability of this and other Oakton Education courses, see the Education Program website (www.oakton.edu/educationprogram).
  4. Important dates

    Instructors will insert the current college calendar of important dates.



If you have a documented learning, psychological, or physical disability you may be entitled to reasonable academic accommodations or services. To request accommodations or services, contact the Access and Disability Resource Center at the Des Plaines or Skokie campus. All students are expected to fulfill essential course requirements. The College will not waive any essential skill or requirement of a course or degree program.

Oakton Community College is committed to maintaining a campus environment emphasizing the dignity and worth of all members of the community, and complies with all federal and state Title IX requirements.

Resources and support for
  • pregnancy-related and parenting accommodations; and
  • victims of sexual misconduct
can be found at www.oakton.edu/title9/.

Resources and support for LGBTQ+ students can be found at www.oakton.edu/lgbtq.