THE CITADEL
EDUCATION 206
ADOLESCENT DEVELOPMENT
Office Location: CA327C
Office Phone: 953-5019
Leave Message: 953-5097
Home Phone: 881-3262
E-Mail: HewettS@Citadel.edu
Fax Number: 953-6797
Office Hours
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6:00 - 6:45 |
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Conceptual Model
The Knowledgeable Leader, Effective and Reflective Instructional Leader, Ethical and Professional Leader committed to Learner-Centered Education:
° possesses a liberal arts background
° demonstrates understanding of content
knowledge
° demonstrates an understanding and
application of pedagogical content knowledge
° demonstrates an understanding of
professional knoeldge and general pedagogical principles inherent in
demonstrating
effective teaching skills
°
strategies and methods of effective planning and teaching
°
effective classroom management practices
°
multiple curriculum and instructional strategies
°
the continuous nature of assessment in the teaching-learning process
° demonstrates an understanding and
application of teaching behaviors directed toward the nature of
learners and their
characteristics
° demonstrates an understanding of the
nature of teaching and learning in a multicultural environment
° uses effective oral and written
communication skills
° demonstrates effective uses of
technology
° demonstrates an understanding of
educational contexts and their implications
° possesses knowledge of self and the
ability to participate in critical self-reflection
° uses effective interpersonal skills
° relates effectively and sensitively to
the diverse needs of all learners, indicating high but realistic
expectations for their
success
° develops a positive and productive
learning environment which results in meaningful learning experiences
for all students
° communicates effectively with students,
parents, colleageues, and the community
° holds high standards for performance and
benefits from constructive feedback
° seeks professional growth experiences
° understands the culture and organization
of schools and school systems and their connection to the larger
society
° actively participates in the continuous
improvement of education through collaborative efforts and shared
decision-making.
In utilizing this model, all programs of study promote the development of selected skills, competencies, dispositions, and a specialized knowledge base of information to ensure that all candidates are highly qualified educators at the completion of their respective program of study. Three (3) major performance standards are emphasized and assessed throughout each program. These three standards along with a brief descriptor are:
1. The Knowledgeable Leader
(a knowledge base for an area of specialization; a disposition
toward continuous
acquisition of knowledge; and consistent integration of theory and
reserach into educational practice)
2. The Effective and
Reflective Instructional Leader (exemplary performance skills
demonstrated holistically; a
reflective practitioner, intent upon genuine communication and
collaboration)
3. The Ethical and
Professional Leader (continual, systematic personal and
professional development directed toward
modeling best practice and dutiful service)
I. Descriptive Information
A.
Catalog Description: A survey of the basic principles and
theories of human development with a focus on
adolescents and their educational processes. The field experience
is designed to interrelate college classroom
learning with public school observations and activities.
B.
Rationale for Catalog Description: This course is designed
to provide students with the opportunities to analyze
individual differences based on the physical, cognitive, and
social-emotional aspects of adolescent development.
Students will also evaluate the social roles of the adolescent within
the socio-cultural environments. Students will
begin to associate adolescent theories with actual students observed or
taught in field experiences.
C.
Intended Audience: For Spring semester undergraduate teacher
candidates in secondary (7-12) social studies,
biology, mathematics, or English.
D.
Statement of Prerequisite: Completion of the required
Education class requirements:
EDUC 202 Educational Psychology
E. Credit Awarded: 3 semester hours of undergraduate credit
F.
Students With Special Needs: Under the Americans with
Disabilities Act (ADA) and section 504 of the
Rehabilitation Act of 1973, individuals with disabilities are
guaranteed certain protections and rights to equal access
programs and services. The Citadel is committed to providing
equal educational opportunities for individuals with
disabilities. It is the Office of Access Services, Instruction,
and Support (OASIS) purpose to assist, advocate for,
coordinate and support students' academic needs. All
accommodations are coordinated through the OASIS located
in Room 105 Thompson Hall (953-1820).
II. Course Goal, Objectives, and Major Components of Study
A. Course Goal: The goal of this course is to assist the preparation of preservice teacher candidates with their application of the knowledge, skills, and dispositions to effectively reach and teach adolescents at the secondary (7-12) levels of middle and high schools.
B. End of Course Objectives: The following objectives will guide the activities and assessments planned for this course. All course objectives are derived from and aligned with the School of Education's Conceptual Model: a Learner-Centered Education as implemented by a Knowledgeable Leader, an Effective Leader and Reflective Instructional Leader, and an Ethical and Professional Leader. The objectives are also aligned with NCTE, IRA, NCTM, NSTA, and NCSS standards. Further all objectives represent competence expected to be gained and measured at both professional knowledge and performance levels.
C. NCTE Standards Addressed
1.0 Structure of the Basic Program
The institution establishes a specific curriculum for preservice
English language arts teachers; as a result, the candidate will:
1.2 gain knowledge and skills through on-campus and field
experiences
designed to promote knowledge of theory and practice in English
language arts;
1.3 Experience modeling of effective pedagogy and attitudes by
college/
University faculty in both English and education, and by middle/junior
high and senior high school supervising teachers.
2.0 Attitudes for English Language Arts
Through modeling, advisement, instruction, related experiences, and
assessment, the program promotes and strengthens professional attitudes
needed by English language arts teachers; as a result the candidate
will:
2.1 Demonstrate a respect for the worth and contributions of all learners;
2.4 Help students develop lifelong habits of critical thinking and judgment;
2.5 Take informed stands on issues of professional concern;
2.6 Recognize the impact that culture, societal events and issues have on teachers, students, the English language arts curriculum, and education in general.
3.0 Knowledge of English Language Arts
The program prepares English language arts teachers who are
knowledgeable about language, literature, oral, visual, and written
literacy, print and nonprint media, technology, and research theory and
findings.
3.2 The program prepares the candidate in the practices of oral, visual, and written literacy; as a result, the candidate will:
3.2.2 Use writing, speaking, and observing as major forms of
inquiry,
reflection, and expression,
3.2.3 Use the processes of composing to create various forms of
oral,
visual, and written literacy,
3.2.4 Use writing, visual images, and speaking for a variety of
purposes
and audiences.
3.6 The program prepares the candidate with knowledge and understanding
of
the range and influence of print and nonprint media and
technology in
contemporary culture; as a result, the candidate will:
3.6.1 Recognize the influence of media on culture and on people’s
actions and communications.
4.0 Pedagogy for
English Language Arts
The program enables the candidate to acquire and demonstrate the
dispositions
and capabilities needed to integrate knowledge of English language
arts, students,
teaching, and practice; as a result, the candidate will:
4.6 Incorporate technology and print/nonprint media into instructions.
5.0 Field-Based Experiences in
English Language Arts
The program requires field-based experiences which have clearly defined
roles and expectations for student teachers, cooperating teachers, and
college or university supervisors; as a result, the candidate will:
5.1participate throughout the teacher education program in a sequence of field experiences in English language arts classrooms with certified/licensed teachers.
D. General Course Objectives:
Students will be able to:
1.
Evaluate the basic principles and theories of human development with
particular
emphasis on the adolescent years and the transition to adulthood and
the adult
world.
2. Discuss biological foundations and physical growth of the adolescent years.
3. Examine the adolescent in family, school, and peer relationships.
4.
Describe the nature of the developing self-identity and autonomy in
adolescence
and the need for the teacher to reinforce self-esteem and confidence.
5. Discern classrooms and schools as Social Systems.
6.
Understand differing economic, social, racial, ethnic, and religious
groups and the
implication for the teaching and learning processes of students with
diverse
backgrounds.
7.
Examine the roles and characteristics of teachers by studying the
interaction and
communication process and skills that are most effective between the
teacher and
pupil and the teacher and parents taking into account differing
backgrounds,
work schedules, and family structures.
8.
Recognize adolescents with handicapping conditions and examine
educational
processes in order to modify instruction to meet their special needs.
9. Outline a variety of techniques for diagnosing student abilities.
10.
Understand the principles of measurement and evaluation including the
purposes
of testing types of tests, validity, reliability and interpretation of
norm- and
criterion-referenced test results.
11.
Describe and demonstrate techniques for effective management of
individual,
small, and large groups under varying conditions.
12.
Survey and critically evaluate related periodical literature, research
findings, and
current issues in the field.
13. Discuss personal observations of adolescents in various settings.
14. Use
vocabulary and terminology of the field to prepare accurate, neat,
professional essays relating to adolescent development using word
processing
equipment.
E. Major Components of Study: The
primary topics of study for this course both address and are derived
from elements of the three performance standards of the School
of Education's Conceptual model: The Knowledgeable Leader, the
Effective and Reflective Instructional Leader, and the
Ethical and Professional Leader implementing Learner-Centered
Education:
1.
The Nature of Adolescent Development
A. History of Adolescent Development
B. The Science of Adolescent Development
2.
Biological and Cognitive Development
A. Puberty, Health, and Biological Foundations
B. Cognitive Development
3. The
Contexts of Adolescent Development
A. Families
B. Peers
C. Schools
D. Culture
4. Social,
Emotional, and Personality Development
A. The Self and Identity
B. Gender
C. Sexuality
D. Moral development, Values, and Religion
E. Achievement, careers, and Work
5.
Adolescent Problems
A. Exploring Adolescent Problems
B. Problems and Disorders
C. Interrelation of Problems and
Prevention/Intervention
F. Required Materials:
1. Computer Disk: For use with a
computer of your choice. Usually a 3X2.5" floppy disk (hard
plastic).
2. Required Text: Adolescence
(2003). Santrock, John W. 9th edition. Boston:
McGraw Hill Publishing
Company.
3. A SLED Background check. Directions
and forms given in class.
III. Course Requirements:
A. Required Readings:
1. Read Chapters1,2,3,4,5,6,7,8,and 9 in (textbook).
2. Read and be prepared to discuss: Friends:
the role of peer influence across adolescent risk behaviors.
Kimberly A. Maxwell. Journal of Youth and Adolescence August 2002
v31 i4 p267(11).
B.
Course Requirements:
1. Complete the nine(9) objective tests with 100%
accuracy.
2. Write 3 mini papers explained below:
***REQUIREMENTS FOR PAPERS -
Alll papers for this course must be typed, clearly organized, and
written in the APA (American Psychological Association) format.
All assignments are due on the dates indicated. Late assignments
will be assessed 5 points for each day after the due date.
B. The second paper is about the person that had the most influence on you during your high school years and the characteristics of that person that apparently had the most effect on you (honesty, trustworthy, humorous, etc.). Again, the paper does not have a minimum or maximum number of pages but should address at least 4 characteristics of the person.
C. The third paper requires the examination of a social problem
that teens face (drugs, drinking and driving, teen pregnancy, violence,
etc.). The paper should begin with a paragraph describing the problem.
The second paragraph should consist of summaries of 2 articles
concerning the problem. These articles can be from newspapers,
journals, magazines, books, and/or other sources. The last paragraph
should be the conclusion including your opinion on the problem and ways
that the problem may be addressed. This paragraph is an individual
response to the ideas presented in the articles. It should be a
thoughtful analysis of the ideas presented relative to one's
experiences or preferences. The students will present a brief (5
minute) overview of the critique.
Create a PowerPoint Presentation to present to the
class on the information that you obtained from the articles.
3. *Complete field experiences:
A. Students are required to complete 10 hours
of field experiences in middle and/or high schools.
1. One field experience will be participating in
observing 6th grade classrooms and conducting a field day for the 6th
graders at Moultrie Middle
School. Observations will be conducted the week of September 13,
2004. The date of the field day iwill be announced ASAP.
The observations
will be
a level 2 field experience and conducting field day will be a level
3. Directions for both will be given in class.
2. The second type of field experience is working in
The Citadel GEAR UP program. There are several dates that
candidates may attend and
participate. These are level 2 and 3
field experiences. GEAR UP Academies are held from 8:30 - 1:30 on
the following dates - September 11
(National Guard Ropes Course), September 25, October
9, October 30, November 6, November 20, and December 4.
Directions for
participation will be given in class.
4. Participate in Field trips:
In addition to the field
experiences, students will be visiting local area middle and high
school classrooms during class time. The assignments will be to
observe the adolescents in structured environments. You will note
differences in physical, social-emotional, and cognitive development of
middle school students and high school students. You will discuss
these differences in class the next meeting day. You will also
observe defferences in interactions in structured and nonstructured
settings and compare and contrast in a class discussion the next
meeting day. Dates and times will be announced at a later date.
5. Web Page - Each student will create a
personal web page. This web page is a self-reflection and is the
beginning of an electronic portfolio. The following information
should be included:
A. Name
B. Address
C. Career
Goal
D.
Educational Background
E. Work
Experiences
F. Special
Interests
G. Web
sites of interest including:
1. Adolescent sites
2. Educational sites for certification areas
3. Discussion groups
Examples of Web Sites:
Delmer Powell
Ray Gallardo
Scott Huffstetler
Assessment and Grading:
1. Class participation and
article discussion 05%
2. Three (3) Mini-papers 05%
3. Nine (9) objective tests 15%
4. Web pages - Electronic
Portfolio 10%
5. PowerPoint Presentation 10%
6. Midterm exam 20%
7. Final exam 20%
8. Field Experiences and
reflection papers 15%
From time to time special incentive bonus points will be offered to the class as well as Substitutions for course requirements.
Incomplete Grade:
A grade of I (Incomplete) will be assigned only at the discretion of the professor and only in the event of extraordinary circumstances. A written request must be filed and a written approval granted. before the Incomplete may be taken.
Absences:
Regular attendance is required under The Citadel Policy. Students will be given a zero (0) for missing quizzes, examinations, reports and other assignments unless previous arrangements with the professor have been made.
Statement on Plagiarism and Consequences:
Cheating: Receiving or giving aid on a test or examination. Test or examination includes any work performed for which a grade is received. Plagiarism is a violation of the honor code. Plagiarism is the act of using someone else's words or ideas as your own without giving proper credit to the source:
1. When you quote another's words exactly you must
use quotation marks and
a footnote (or an indication in your paragraph) to tell exactly where
the
words came from, down to the page number(s).
2. When you mix another's words and ideas with your
own in one or more
sentences, partially quoting the source exactly and partially
substituting your
own words, you must put quotation marks around the words that you quote
and not around your own. Then you cite the source, down to the page
number(s). [See (1) above]
3. When you paraphrase another's words and ideas,
that is, when you
substitute your words for another's words but keep his idea(s), you do
not
use quotation marks, but you must cite the source, down to the page
number(s). [See (1) above]
4. When you use only another's idea(s), you must cite
the source of that idea or
those ideas, down to the page number(s). [See(1) above]
5. Citing the source means giving, as a minimum, the
author, the title of the
book, and the page number.
Disability Closure Statement:
If you need accommodations because of a disability, please inform me immediately. Please see me privately after class, or at my office (CA327C).
To request academic accommodations (for example, a notetaker),
students must also register with Academic Support, 101 Thompson Hall,
953-1821. It is the campus office responsible for reviewing
documentation provided by students requesting academic accommodations,
and for accommodations planning in cooperation with students and
instructors, as needed and consistent with course materials.
Development.
Mini-paper #1 is due.
Sept 6
First Field
trip to observe in middle schools. Schools will be assigned at
least 1 week
before visits.Chapter 3 -
Biological Processes and Physical Development
Objective Tests #1 and #2 are due.
Sept. 13
Chapter 4 - Cognitive Development and Social
Cognition
Mini - paper #2 is due
Sept. 20
Chapter 5 - Information Processing and
Intelligence
PowerPoint Presentations
Objective Tests #3 and #4 are due.
February 13 - College of Charleston field experience
Sept. 27
Chapter 5
Objective Test #5 is
due.
Mini - paper #3 is due.
October 4
Midterm Exam
Read and be prepared to discuss: Friends: the role of peer
influence across
adolescent risk behaviors. Kimberly A. Maxwell. Journal of
Youth and
Adolescence August 2002 v31 i4 p267(11).
October 11
Chapter 6 - Families: The Contexts of
Adolescent Development
October 18
Chapter 6 - Families
March 12 - Charlestowne Landing Field experience
October 25
Chapter 7 - Peers: The Contexts of
Adolescent Development
November 1
Chapter 8 - Schools: The Contexts of
Adolescent Development
Objective Tests #6 and #7 are due
November 8
Chapter 9 - Culture: The Contexts of
Adolescent Development
November 15
Chapter 10 - Gender
November 29
Chapter 11 - Sexuality
Exam Part I
Saturday, December 11
Exam Part II -
Web Page Presentations/Powerpoint
presentations
8:00AM
Reference List for This Course:
Bandura, A. (1993). Perceived self-efficacy in cognitive
development and functioning.
Educational
Psychologist,28, 117-148.