Adolescent Development

Educational and Psychological Perspectives

EDSC 207

 

Instructor:  Jennifer F. Prue (jfprue@zoo.uvm.edu or Jennifer.Prue@uvm.edu), Secondary Education Suite room 409 A.  Office hours based on appointments only, please call ahead at 656-1404 or email.

 

To learn is to teach Ð to teach is to learn

 

Course Overview:  Participants in this class will engage in an examination of developmental and learning theories; while exploring the implications of individual differences in learning and psychological adjustment.  This course is designed to be a guided exploration of the subject matter, rather than a teacher-centered lecture and test experience.  Emphasis will be on interactive and participatory activities. The development of a Personal Learning Plan will begin an in-depth exploration of the concept of personalization in education, which is a cornerstone of an effective classroom.  The aim of the course is to marry the exploration of development with concepts of teaching and learning.

 

 

Required Texts:

 

Brentro, Brokenleg & Van Brockern, (1990) Reclaiming Youth at Risk:  Our Hope for the Future.  National Education Service, Bloomington, Indiana. 
ISBN # 1-879639-D5-X

 

Woolfolk, (2004/2001) Educational Psychology.  9th Edition, Allyn and Bacon, Boston, MA

 

Either:  Pollack, William, Real Boys: Rescuing our boys from the myths of boyhood.    ISBN # 0805061835

            Orenstein, Peggy, Schoolgirls: Young woman, self-esteem and the confidence gap.

ISBN # 0385425767

            Hersch, Patricia. A Tribe Apart: A Journey into the Heart of American Adolescence.

ISBN# 034543594X

            Pipher, Mary. The Shelter of Each Other: Rebuilding our Families

 

 

Schedule

 

Unit 1:  Team Building & Colleagueship

 

1/21/04

Required Reading: None

 

 

Unit 2:  Culture and Community

1/28/04

Required Reading: First half of Reclaiming Youth at Risk + Chapter 5

Assignment Due: Group MAPS

 

2/4/04

Required Reading: Second half of Reclaiming Youth at Risk

Assignment Due: Teen Observation Product

                          Book Choice Selection

 

Unit 3: Personalizing Instruction

2/11/04

Required Readings: Handout

Assignment Due: Service Learning Plan

 

2/18/04

Required Reading: Chapter 4

Assignments Due: PLP Draft One

 

 

Unit 4: Social and Emotional Development

2/25/04

Required Reading: Handouts

 

3/3/04

Required Reading: Chapter 3

Assignments Due: Web quest projects

 

 

3/10/04

Required Reading: None

Assignment Due: Puzzle Challenge

 

 

Unit 5:  Cognitive Development & Learning Theories

3/24/04

Required Reading: Chapters 2 & 8

 

3/31/04

Required Reading: Chapters 6 & 7

PADA Entry Introduction: Jon Bellum (4:30)

 

4/7/04

Required Reading: Chapter 9

Assignment Due: PLP Draft Two

 

 

Unit 6:  Effective Teaching in a Diverse Classroom

4/14/04

Required Reading: Chapters 11 & 13 

Assignment Due: Service Learning Project Presentations

 

4/21/04

Required Reading: Chapters 10 & 12

Assignment Due: Self-Analysis

 

4/28/04

Required Reading: None

                     

Unit 7: Putting it all together

5/5/04

Required Reading: None

Assignment Due: Book Choice Lessons/Presentations

 

 

5/13/04 (12:00 noon, scheduled exam period)

Assignment Due: Personal Learning Plan Project

 

 

Individual Assignments

 

Personal Learning Plan, 30 Points:  This assignment is designed to allow you to explore a topic of interest that is related to education.  Based on who you are as an individual, your learning style, what motivates you personally and the mode that suits you best for demonstrating knowledge; you will develop a Personal Learning Plan.  The key is to understand that while you explore the chosen topic, you are responsible for connecting it to the content of class.

 

Issues may include:  School violence, Drug abuse, Harassment, PiercingÕs/tattooing & other body adornments, gender identity, sexuality, teen pregnancy, eating disorders, gang activity, community service, abstinenceÉTruthfully anything is fair game, just make sure you can explain the relevance of the topic to education.

 

In addition to the project you create, a case study of a student must be part of it.  You will be asked to create a case study in EDSC 209, that case study will be the basis for this component of your PLP.  Here is how it will work: your topic; graffiti as a means of expression among teenagers + your analysis which will include reference material on the topic + analysis of the developmental information you learn in class + your case study which is based on a real student with a hypothetical analysis of how your topic might or might not affect the student=your PLP presented in any format you choose!

 

Each Plan Must Address At Least the Following

 

1.      Demonstration of knowledge of the adolescent issue

 

2.                    Demonstration of knowledge of how developmental and learning theories can be used to better understand and possibly address the issue.  Theories are complex and do not always seem to fit every issue.  That does not mean connections canÕt be made.  If you are finding it difficult to make a connection then analyze where the theory fails short in applying to practice. 

 

3.                  Demonstration of how this information can be utilized within a classroom.  Answer the questions, ÒSo What?  What do we do now?  How does this topic affect adolescent learning?Ó

 

4.                  Regardless of the form your PLP takes, you are required to hand in a reference page of sources, in APA format.  You must have at least 5 sources to cite; only 1 can be an internet source.

 

Draft 1 Due 2/18/04:  Your initial plan: Must describe your selected issue and how you will demonstrate and evaluate your knowledge.  One typed page minimum. (5 points)

 

Draft 2 Due 4/7/04 Your second draft must include an annotated bibliography of source information about your topic, work to date connecting your topic to the developmental class content, and an outline of your next steps.  This draft must be a minimum of 5 pages typed plus a reference page with at least 3 sources.  (10 points)

 

Completed PLP Due 5/13/04: Your final PLP Presentation and completed project are due at our last class.  You are required to prepare an 8-10 minute presentation to be shared in a science fair format with your peers.  What ever form your final project takes, it must be accompanied by your reference page, and previous drafts. (15 points).

 

*****PLP Points May NOT be made up after the due dates.  You must stay on top of this assignment in order to complete it successfully.  ÒPulling an all nighterÓ will be evident and only painful to us both.  Please come to me before complications arise.  Email is always welcome. *****

 

Self Analysis, 20 points:

The best way to understand how to apply developmental information about your students to the classroom is to practice on yourself.  You will reflectively write about and analyze your development from the perspectives of the theories we learn about in class.  To make this a successful experience;

 

1) DonÕt procrastinate

 

2) Organize the assignment according to the developmental categories we cover in class: social, emotional, personality development; cognitive development; multiple intelligences; learning theories; and motivation.  You must include an analysis of all the categories we cover.  You must reference at least one theorist we have discussed related to an area of development.  Failure to do so will result in loss of points.

 

3) You may begin and end the analysis at any point in your life. Ex: kindergarten through high school or birth to now.

 

4) This reflective writing assignment can help shape and guide your insights for your Personal Learning Plan and may also be included in your professional portfolio.

 

5) Page limit: 10-15, typed and double-spaced.  You are not required to cite professional sources or employ APA format.

 

Class Participation and Attendance: This is a third year 200 level education course and as such my expectation is that you will conduct yourself accordingly.  I expect you to attend every class, if you are ill or cannot make a class I expect to hear from you and that doesnÕt mean an hour before class is to begin.  I expect you to be on time, I expect you to participate in each and every class, in what ever way is most comfortable for you.  If you have difficulty speaking in front of a group, make it a goal to participate verbally during this semester.  Our program requires that you demonstrate public speaking competency, this will be a safe environment to do just that.  If you have difficulty meetings these class norms and expectations, it will be reflected in your final grade.

 

 

Group Assignments

 

Service Learning Project, 30 Points:  Each Team must contribute community service time working with organizations that serve populations of adolescents (each individual team member must contribute 10 hours).  The organization your team chooses must serve students outside of the typical classroom environment so that you may participate in a more relaxed mode and get to know kids on a human and personal level. 

 

Service learning ideas could include:  Volunteer at the local teen center, community shelters, mentoring, tutoring, coaching, assisting with after school programs, school and or community clubs/organizations, places of spiritual worship, Do JoÕs, environmental organizations, local non-profits working with teens (for example, The Sarah Holbrook Center, The Lund Center, King Street Youth Center, Outright Vermont, Green Mountain Prevention Projects, Vermont Kids Against TobaccoÉ).  Be Creative and have fun!!!!!! 

 

1. Service Learning Plans are due 2/11/04

 

2. Presentations (20 minute team presentation to the class) are due 4/14/04: 

 

Requirements:

1.     10 hours from each base team member.

 

2.    Your group must develop a web-site presenting the organization you worked with.  The web-site will be linked to the EDSC 207 Homepage.

 

3.    Written documentation due with the presentation describing:  A) The organization or activities your team chose and why, B) Your service plan, C) Outcomes of the service provided, and D) How each team member contributed to the project.

 

4.    20 minute formal presentation of your teamÕs community service project and what you feel you learned about the development of adolescents.  ÒWhat is it like being kids today and how can you as future educators support their positive development?Ó  Formal means: plan your presentation and be prepared, dress nicely, and make sure each member of the team contributes verbally.  The time limit is fixed meaning I will stop you at 20 minutes so, plan and practice!

 

 

Group Products: 20 Points (10 each):  Each Group Product will be worth 10 points for demonstration of content knowledge and group participation based on completion of peer evaluation forms.

 

Group Product 1: Due 2/14/04: 

Teen Observation Project

Your team has the responsibility of going out in to the community and discreetly observing todayÕs teenager. Pick a logical setting: the mall, Church Street, a teen center. Using the observation tool you created, spend some time watching and interacting when possible with teenagers.  As a group present a visual and/or written depiction of what a teenager today looks like, acts like, and sounds like.  Be as creative or as traditional as you want. Accompanying this product must be an accounting of which members did what for this product.

 

Group Product 2: Due 5/5/04

Book Choice Presentations

Step One: Your group must select one of the course related texts to read.

Step Two: Your group must prepare a lesson that presents the most salient, important aspects of the book. The most important questions to keep in mind while preparing the lesson are: What should teachers take away from this reading? What must you know about the ways in which adolescent boys/girls develop? What are the most significant differences? You are also required to make connections to at least 2 theorists/developmental theories we have discussed in class.  I will provide a lesson planning outline to guide you. Your lesson/presentation must be no more than 30 minutes in length.

 

 

GRADING SCALE

 

A+

98-100

C

74-77

A

94-97

C-

70-73

A-

90-93

D+

68-69

B+

88-99

D

64-67

B

84-87

D-

60-63

B-

80-83

F

62 and below

C+

78-79

 

 

 

 

 

 

*****Professional Conduct Policy*****

 

As your instructor I have the right to increase or decrease your grade by one full letter grade based on your level of professional conduct during this course.

 

Fostering a caring, respectful environment where everyone has value and belongs requires maintaining very high standards of professional conduct.  This is a course that raises many issues when we agree with one another and even more times when we disagree.  How we conduct ourselves during these times is of the utmost importance.  How you conduct yourselves with colleagues and students will create your learning environment.  Keep this at the fore front of your minds while engaging in this course.  It is perfectly okay to disagree; your challenge is to disagree in a manner, which keeps the dialogue open and flowing rather than stopping it completely.

 

Course Norms:

1.     Respect: Yourself, Others & Surrounding.

2.    Consider the other opinion

3.    Be a caring, competent colleague

 

Areas I will pay very close attention to include:

1.     Timeliness

2.    Attendance

3.    Engaged, Respectful Participation

4.    Open Body Language