College of Education






DR. SUSAN C. BARFIELD                                   PHONE:  (406) 657-2316


E-MAIL:      OFFICE:  ED271


OFFICE HOURS:       Tuesdays and Thursdays, 7:30-8:15 a.m., 10:30 a.m.-noon

        (also by appointment)  


REQUIRED TEXT:             Eggen, P. & Kauchak, D. (2010). Educational Psychology: Windows on Classrooms (8th Ed.).  Upper Saddle River, NJ:  Merrill Prentice Hall.




This course focuses on human learning as it provides the basics for instruction and classroom management. The course provides comprehensive coverage of the principles, concepts, and implications of human learning from classical, operant, social learning and cognitive paradigms. It covers measurement, similarities and differences in learners, management and discipline strategies, and related corollaries of human learning applied to instruction.





1.         TSW understand and apply the basics of learning theory from the behavioral and social/cognitive paradigms.

2.         TSW understand and evaluate learning and motivational theories.

3.         TSW understand and evaluate strategies to enhance learning in children and adolescents.

4.         TSW understand and apply assessment techniques.

5.         TSW investigate topics of individual interest related to educational psychology, through literature review of pertinent topics.



COE-INTASC Standards

Professional and Pedagogical Development

Standard 1: Content Pedagogy

            The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches as well as the historical-legal-philosophical foundations of education.  The teacher creates learning experiences that make these aspects of subject matter meaningful for students.


Standard 2: Student Development

            The teacher understands how children learn and develop, and can provide learning opportunities that support a child’s intellectual, social, and personal development.  MSU Billings teacher education candidates understand differences among groups of people and individuals. In the context of human similarity, candidates are aware of United States and global diversity, respect and value differences, recognize that students and their families may hold different perspectives and strive to meet individual student needs. (MSU Billings definition of diversity, 2001) \

Standard 3: Diverse Learners

            The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.  Montana educators understand and teach with attention to the cultures of Montana Indian nations.

Standard 4: Multiple Instructional Strategies

            The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving.

Standard 5: Motivation & Management

            The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Standard 6: Communication & Technology

            The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Standard 7: Planning

            The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

Standard 8: Assessment

            The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

Standard 9: Reflective Practice: Professional Development

            The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others and who actively seeks out opportunities to grow professionally.  MSU Billings teacher candidates demonstrate professional dispositions both on and off campus.

Standard 10: School & Community Involvement

            The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.




Accommodations:  Please contact me to discuss any special needs and to agree upon necessary accommodations, including any cultural considerations


Students with disabilities, whether physical, learning, or psychological, who believe that they may need accommodations in this class, are encouraged to contact Disability Support Services (DSS) as soon as possible to ensure that such accommodations are implemented in a timely fashion. Please meet with DSS staff to verify your eligibility for any classroom accommodations and for academic assistance related to your disability. Disability Support Services is located in the Academic Support Center. 

Late assignments will have 5 points per week deducted from the total score received on that assignment.  Revisited papers will lose 5 points and must be turned in one week after they are returned.  Due to the large amount of spam on my computer, all email correspondence should include the class and section, your name, and the subject in the SUBJECT area of the email message (ex: SUBJECT: “EDU 221-800 Smith Tech. #1”)





____ 1. (10 @ 10 pts. each = 100 pts.) THREADED DISCUSSIONS (10 pts. per discussion)

            (INTASC #1, #4, #6)


____ 2. (2 @ 10 pts. each = 20 pts.)  THREADED DISCUSSION FACILITATION

Teachers must facilitate discussions. To give you experience in leading a discussion and to encourage you to seek additional information on topics presented in the text, students will randomly be assigned two chapters from the text to facilitate.

(INTASC #1, #4, #5)


____ 3. (8 @ 10 pts. each = 80 pts.)   CHAPTER ASSESSMENT Anticipatory Sets

To expose you to different kinds of assessment tools and to check on your understanding of the text material, at the beginning of each week you will be quizzed on the required reading for that week.  It is not possible to make up missed chapter assessment anticipatory sets.



____ 4. (5 @ 10 pts. each = 50 pts.)   ONLINE MULTIPLE CHOICE COURSEWORK

            Students will complete the multiple choice questions (Self Assessment Practice Quiz) from Week 2 (Chapter 4) and Week 6 (Chapter 9) and three selected chapters of their choice

            (INTASC #1, #3, #6)


____ 6. (20 pts.)   MIDTERM –   WEDNESDAY, FEBRUARY 22, 2012

                        (INTASC #1)


____ 7. (30 pts.)   FINAL – TUESDAY, APRIL 24, 2012

                                (INTASC #1)


GRADING                A         285-300 pts.

                                    A-        276-284 pts.

B+       268-275 pts.

                                    B         260-267 pts.

                                    B-        252-259 pts.

                                    C+       244-251 pts.

                                    C         236-243 pts.

                                    C-        228-235 pts.

                                    D+       220-227 pts.

                                    D         212-219 pts.

                                    D-        204-211 pts.

                                    F          below 203 pts.


COURSE OUTLINE                                                                       TEXT WEBSITE                


Week 1          Course Overview  - Read Chapter 4 (Learner Diversity) of text -take MyEducationLab Self-Assessment for Chap. 4 and submit by Jan. 18th              

Jan. 11-17


Week 2           Part I: THE LEARNER

Jan. 18-24        Cognitive, Language, Personal, Social and Moral Development (Chapters 1-3)

            Learner Diversity and Exceptionality (Chapters 4-5)

            Self Assessment Online Practice Quiz (Chapter 4) due January 24th

            Practice Threaded Discussion-Jan. 19-23


Week 3           Part II: LEARNING

Jan. 25-31        Behaviorism  (Chapter 6) Assessment Strategy #1 - Matching

                        Social Cognitive Theory

            Threaded Discussion A-Jan. 26-30


Week 4           II: Cognitive Views of Learning (Chapter 7) Assessment Strategy #2 –True/False

Feb. 1-7           Threaded Discussion B-Feb. 2-6


Week 5           II: Constructing Knowledge (Chapter 8) Assessment Strategy #3 - Journal

Feb. 8-14         Threaded Discussion C-Feb. 7-13


Week 6           II: Complex Cognitive Processes (Chapter 9) Assessment Strategy #4 – Multiple Choice

Feb. 15-21       Discussion D-Feb.16-20


Week 7           Part II MIDTERM – February22, 2012

Feb. 22-28


Week 8           Part III: Theories of Motivation (Chapter 10) Assessment Strategy #5 – Fill in the Blank

Feb. 29-Mar 13 Threaded Discussion E-Mar. 1-12


Week 9           III: Motivation in the classroom (Chapter 11)     Assessment Strategy #6 – Short Answer

Mar. 14-20         Threaded Discussion F-Mar. 15-20


Week 10         III: Creating Productive Learning Environments: Classroom Management (Chapter 12)

Mar. 21-27      Assessment Strategy #7 - Essay

                        Threaded Discussion G-Mar. 22-26


Week 11         III: Creating Productive Learning Environments: Principles/Models of Instruction (Chapter 13)

Mar. 28-Apr 3 Assessment Strategy #8 – Individual Assessment Development

Threaded Discussion H-Mar. 29-Apr. 2


Week 12         III: Assessing Classroom Learning (Chapter 14)

Apr. 4-10         Assessment Strategy #9 – Individual Assessment Development - 5 bonus pts.

                        Threaded Discussion I-Apr 5-9


Week 13         III: Assessment Through Standardized Testing (Chapter 15)

Apr. 11-17       Assessment Strategy #10 – Individual Assessment Development5 bonus pts.

                        Threaded Discussion J-Apr 10-16


Week 14         Cultural Psychology and Indian Education for All

Apr. 18-24       Course Summary and Evaluation


FINALS WEEK:   Part III Final Tuesday, April 24th




Updated 4/12/12