Calumet College of St. Joseph

SYLLABUS FOR

ADOLESCENT DEVELOPMENT

Term:

Course Number: TS314B

Instructor: Joi F. Patterson, Ph.D.

Office: Room # 300

Office Phone: 473-4293

E-mail: jpatterson@ccsj.edu

Office Hours:

Monday- Thursday Noon – 3:00

All other times by appointment only

Course Time: Saturday, 8:00 – 4:00

Room: 308

Calumet College of St. Joseph

Education Program Mission Statement

The Education Program of Calumet College of St. Joseph shares in and fully supports the general educational mission of the College to prepare students for professional careers and graduate education and to empower students to improve their lives and to work towards the just transformation of the multicultural and pluralistic society of Northwest Indiana.

As an integral program within Calumet College of St. Joseph, the Education Program serves both a multicultural and pluralistic community of teacher candidates as well as diverse and pluralistic school communities by preparing those teacher candidates to become competent and effective professional educators committed to meeting the educational needs of those school communities, to appreciating and valuing their diversity, and to transforming Northwest Indiana through the process of education.

The Education Program seeks to create and implement educational experiences for its teacher candidates that reflect current educational theory and best practices in the profession according to the threefold stage of:

· Professional Preparation

· Continuous and Critical Reflection

· Ongoing Personal and Professional Transformation

Therefore, the competent and professional graduate of the Education Program of Calumet College will be prepared, motivated, and commissioned to serve the diverse population of children attending the community of schools in Northwest Indiana and to transform the community of Northwest Indiana through the process of education by:

· Preparing students to master the skills and understandings requisite to meet the educational standards of the community

· Fostering in the students critical reflective thinking skills

· Encouraging the students to work towards their own personal transformation and towards an active commitment to sharing in the positive and just transformation of their communities and the general society

Course Description:

The teacher candidate will examine major theories and findings concerning human development from birth through the adolescent years and the implications of related issues for the professional secondary educator. Topics include physical development, intelligence, perception, language, socio-emotional development, gender role development, moral development, and developmental issues relating to education.

Prerequisites:

ED 200 (Introduction to Teaching), ED 300 ((Educational Psychology), and ED 311 (Foundations of Education)

Textbooks:

Adolescence 9^th Edition Santrock, John W. , (McGraw Hill Inc., New York, 2003)

Behavioral Objectives/ Competencies:

Students should be able to do the following as a result of participating in this course:

1. Explain the historical perspective on adolescence
2. Critically examine stereotyping adolescents and a positive view of adolescence
3. Evaluate today’s adolescents
4. Define development and describe processes and periods of development
5. Reflect on transitions and issues in development
6. Know the matters in understanding adolescent development
7. Critically examine psychoanalytic theories
8. Know cognitive theories
9. Explain behavioral and social cognitive theories
10. Understand ecological, contextual theory and an eclectic theoretical orientation
11. Understand the distinction between correlation and experimental strategies and know about the time span of research
12. Elaborate on research challenges
13. Understanding pubertal change
14. Know developmental changes in the brain
15. Evaluate adolescent health
16. Explain heredity and environment
17. Understand major ideas of theorist
18. Describe changes in social cognition
19. Explain the nature of family process
20. Understand how socio-environmental factors shape adolescent behavior
21. Understand how culture shape adolescent development and behavior
22. Understand how family dynamics effect adolescent behavior
23. Understand the effects of peer relationships in adolescence
24. Describe dating in adolescence
25. Describe approaches to educating students
26. Know about schools’ changing social developmental contexts
27. Evaluate the transition to middle/junior high school and successful middle schools
28. Explain the transition from high school to college and school dropouts/noncollege youth
29. Understand schools, classrooms, teachers, and parents
30. Clarify the roles of socioeconomic status and ethnicity in schools
31. Discuss adolescents with exceptionalities
32. Evaluate the adolescent’s self-understanding
33. Know about adolescent self-esteem and self-concept
34. Understand the effects of teaming on adolescent academic achievement
35. Develop a thematic unit relevant to adolescent cognitive development

Class Assignment/Assessment:

See Rubrics

Assignment	Due Date	INTASC Principles	Points
			Possible	Actual
Self-Portrait	Week 1		50
Major Theories	Week 1		100
Interview	Week 2		100
Thematic Unit	Week 2 - 3		300
Research	Week 3		200
Final Exam	Week 4		100
Participation	Week 1 – 3		150
Total			1000

Grading Scale:

A: 90 – 100%; B: 80 – 89%; C: 70 – 79%; D: 60 – 69%

Note: To retain status as a teacher candidate you can not receive a grade less than a “B”

Self-Portrait

Format

• Drawing of self
• Drawing is personal in nature
• Drawing make be a likeness of self or symbolic
• Feelings are expressed through drawing
• Event(s) are expressed through drawing
• Drawing is creative and uniquely your own
• Professional appearance (does not mean uniform/neat) – be creative

Reflection

• Critically exam major events that occurred as a adolescent which shaped you into the person that you are today
• Critically exam feelings that you had as an adolescent
• Critically exam relationships that occurred as an adolescent that had an impact on you then (possibly today)
• Present how you feel about your own adolescent experience to the class
• Explain why you think some of the things that occurred to you as an adolescent occurred

Interview

“Through the Eyes of Adolescents”

Many times teenagers are thought of as a problem that no one really wants to deal with. People are sometimes intimidated and become hostile when teenagers are willing to challenge their authority. It is looked at as being disrespectful. Teenagers are, many times, not treated like an asset and as innovative thinkers who will be the leaders of tomorrow. Adults have the power to teach the younger generation about the world and allow them to feel they have a voice in it.”

Zula, Age 16

Critically examine the thoughts, feeling and practices of today’s adolescence by taking a journey to discover what the world is like through the eyes of an adolescent. Spend one or two days (at least eight hours) with an adolescent (age 12 – 21, that is not in your immediate family). Ask questions and engage in activities (positive and appropriate) that that particular adolescent enjoys. Discuss ideas, feelings about issues that adolescents face and how that particular adolescent copes with various issues.

Determine how the particular adolescent that you are interviewing views education. Develop ideas and strategies that you can use in the classroom as a teacher that would assist you in meeting the academic and social needs of student you will be teaching.

Paper should not exceed five pages in length and no less than three full double-spaced pages. Be prepared to present your interview.

Major Theories

• Develop a diagram or chart that show the ideas of major theorists
• Compare and contrast their ideas
• Develop a idea of your own based on personal experiences

Thematic Unit

1. Plan a thematic unit with your team using a minimum of three disciplines
2. Develop individual lesson plans that meet the groups behavior objective
3. Teach a 15 minute mini lesson derived from lesson plan
4. Plan and create a mini bulletin board with your team based on the chosen theme
5. Submit a folder with the following information

Notes from planning session

Individual lesson plans from the group

See Rubric for full details

Note: Folder will not be returned, keep a copy for yourself to go into your portfolio.

Research

Conduct a thorough research of factors that play an important role on the developmental, emotional and cognitive development in adolescents of today.

Choose from the following topics as it pertains to adolescents today:

1. Drugs, Alcohol and Cigarettes
2. Peer Relationships
3. Gender
4. Adoption
5. Single Parent
6. Blended Families
7. Divorce
8. Pregnancy & Parenting
9. Puberty
10. Culture comparison
11. Appearance (looks, weight)
12. Defiant Behavior
13. Celebrities
14. Music
15. Sexuality/Intimacy
16. Homosexuality
17. Bullying
18. School & Working
19. College rejection
20. Entertainment

Paper should include a cover page, body (2 – 3 pages) and reference page. Research should be supported by at least three sources, one of which should be your text, journal and an official document via Internet. Paper should be doubled-spaced and written in APA or MLA style.

Prepare a 15 presentation according to rubric

Final Exam

• Final Exam will occur via blackboard
• Questions will be derived from the following
• Lessons discussed in class
• Projects created
• Presentations from students
• Major theorist’s ideas

Participation

Constructive participation is essential for a teacher. You are expected to read assigned material before class that will enable you to engage in discussion. Your attendance and active participation is worth 50 points per class meeting.

Rubric for Thematic Unit

3 = Exceed Standard 2 = Meets Standards 1 = Does not meet standards

Task	3	2	1
Planning
Construction
Each team which consist of 3 – 5 individual all having different academic discipline
Notes:
Planning
Meeting minute form should be reflective of each member should taking an active role in the planning of the thematic unit and behavior objective
Notes:
Topic
Chosen topic should be age and developmentally appropriate and should meet state standards. Topic is one that students can value and apply to real life.
Notes:
Lesson Plan
Format
Lesson plan is typed, neat and organized. All sections are clearly labeled. The following components are included: Teacher’s name, Grade, Date, State Standard, Behavior objective, Learning objective, Instructional strategies, Materials and Homework.
Notes:
Behavior Objective
Behavior objective is realistic and age appropriate. The behavior object drives all the lessons on this particular topic and therefore is broadly stated. The objective clearly states what you want the individual to be able to do as a result of the total learning experience. The objective also has a buy in for the student in that it clearly state how the student will benefit from the experience.
Notes:
Learning Objective
The learning objective is reflective on one class period. It should be realistic and age appropriate. The objective clearly states what you want the student to be able to do as a result of that day’s lesson. This objective does not give specifics in materials or strategies that will be used to accomplish goal.
Notes:
State Standard
The state standard should be written in three-part: grade, standard and performance objective – in the form of numbers. The state standards should coincide with the behavior and learning objective.
Instructional Strategies