View Summer 2019 Courses

Secondary Education: SL:Development:Theory &Applctn

EDSC 207 Z1 (CRN: 60268)

3 Credit Hours

About EDSC 207 Z1

Participants in this class examine adolescent developmental and learning theories. Participation in a Service Learning Project allows students to apply their understanding of the content in the context of instructional settings, with an emphasis on supporting students identified as dealing with barriers to learning. A major goal of this course is to examine the relationship between theory and application of theory-based practice in the classroom. This course is a student-centered, teacher-guided exploration of theory, rather than a teacher centered lecture and test experience. Interactive and participatory activities are emphasized. Individual course projects are in-depth explorations of adolescence with a personalized focus, a corner stone of constructivist teaching. Group projects focus on social elements in learning another tenet of constructivism. Students will engage in activities and work that focuses on advocacy and collegiality, two essential components of teaching.

Notes

Dates: July 8 - July 19, 2019; M-F, 8:30 am -4:30 pm; Pre req's: MAT Program and/or instructor permission

Section Description

Participants in this class examine adolescent developmental and learning theories. On-going participation at in a Service Learning experience allows students to apply their understanding of the content in the context of instructional settings, with an emphasis on supporting students identified as dealing with barriers to learning. A major goal of this course is to examine the relationship between theory and application of theory-based practice in the classroom. This course is a student-centered, teacher-guided exploration of theory, rather than a teacher centered lecture and test experience. Interactive and participatory activities are emphasized. Individual course projects are in-depth explorations of adolescence with a personalized focus, a corner stone of constructivist teaching. Group projects focus on social elements in learning another tenet of constructivism. Students will engage in activities and work that focuses on advocacy and collegiality, two essential components of teaching.

Section Expectation

Course Proficiencies: During this class you will: o demonstrate a personal understanding of adolescent development in a variety of ways. o be able to connect relevant experiences and theoretical ideas about development. o construct and defend a thesis related to an issue impacting adolescents. o write a scholarly essay regarding the role of advocacy teachers play. Professional Standards: InTASC Standard #1: Learner Development- The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. Performance Criterion 1.1: Candidates use an understanding of learning theory (in areas such as cognitive, linguistic, social emotional or physical) to design appropriate learning experiences. Performance Criterion 1.2: Candidates use an understanding of developmental theory (in areas such as cognitive, linguistic, social emotional or physical) to design appropriate learning experiences. InTASC Standard #10: Leadership and Collaboration-The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with families, colleagues, other school professionals, and community members to ensure learner growth and to advance the profession. Performance Criterion 10.1: Candidates are prepared to collaborate with learners, families, colleagues, other school professionals, and community members to ensure student learning. Performance Criterion 10.2: Candidates are prepared to advance the profession through advocacy, leadership and/or action research. Enduring Understandings: Reflection on experience allows for deeper comprehension and meaningful application of theoretical information. Psychological and developmental factors impact learning and teaching. Inquiry, both qualitative and quantitative informs practice. Teachers are advocates. Colleagueship is the cornerstone of quality education. Essential Questions: How might deep reflection on your adolescent experiences inform your interactions with your future students? How do teachers utilize information about adolescent development to design implement and assess curricula and student learning? How does information derived from qualitative and quantitative inquiry inform professional practice? How do teachers become advocates for their students? What does it take to be a good colleague?

Evaluation

Assignments Individual: Developmental Analyses: (15 points) The best way to understand how to use developmental information about your students effectively is to practice on yourself. You will reflectively analyze in writing your development in two connected assignments. For the purpose of this assignment it is best to organize it around the focusing issues of each unit or focusing issue discussed in class: Identity, the Family, Relationships and Social Development, Risk Taking and Cognitive Development, Cognition and Achievement and Learning (there are 6 focusing issues). Developmental Analysis Part One 3-5 pages (5 points) This submission is to be a short paper that describes 3 episodes from your life that exemplify experiences that contributed to your adolescent identity. The episodes can be from any time in your life including the recent past. An example might be acceptance to a particular club that cemented your identity as an athlete or the birth of a sibling that added a new role to your life. Due: TBD Developmental Analysis Part Two 5-8 pages (10 points). You will use the provided rubric to discuss your development in relation to the focusing issues of identity, the family and relationships and social development. The paper you handed in at the beginning of class was a starter piece to be used in this submission. You must include: the written narrative component about your development, theoretical connections and an integration of the two, which is your analysis. Due: TBD. Theorist Matrix: (10 points) This assignment is designed to facilitate successful completion of your ROPA Entries The completed matrix will identify theoretical content covered in our class for use in completion of your portfolio but also your internship, so keep it somewhere safe! By completing the matrix, you will be able to reference and draw meaningful connections between what you learn about development and students you work with in EDSC 209. Due: TBD. Advocacy Essay (25 points) Good teachers are advocates for their students. In order to be a good advocate, teachers have to stay current with the literature about issues and challenges faced by their students. This writing project is designed so you can explore a topic that interests you and represents a challenged faced by your future students. Pick a topic you are interested in exploring that you can present as an issue or challenge faced by adolescents. A few examples are: cycles of poverty, alcoholism both among teenagers and their families, teenage pregnancy, sexual abuse, depression etc. You are required to conduct research on your topic. Your final paper must include a minimum of 6 cited sources. You are to use APA, cite parenthetically and follow all APA research paper requirements that include: a title page, reference page, page numbers etc. Your paper must be typed and double-spaced using a 12-point font. Your paper must include a discussion about how advocacy connects to this topic. To do this, I expect you to explore the website of the site you have been assigned to in order to investigate: what services do they provide to support students challenged by the issue you are researching? How do students faced with the challenge you are researching access support? Finally, in your conclusion you must discuss how the issue you explored and advocacy efforts relate to you as a future educator. Each Project Must: Be a clear demonstration of: 1. Your understanding of the topic (what did you learn about the topic) 2. How it relates to adolescence 3. How it relates to advocacy 4. How it relates to you as a future teacher (the usefulness of this information). Advocacy Essay Part One: (5 points). The first submission is a short paper that defines and explains your chosen topic. This submission must include a formal thesis statement, 1-2 introductory paragraphs as well as at least 2 APA cited sources. Length: 2-4 pages. Due: TBD. Advocacy Essay Part Two: (8 points) You are required to conduct research on your topic. The second component of this project is an Annotated Bibliography. You are required to annotate 6 cited sources and only one can be a non-journal web source. You are to use APA, cite parenthetically in the annotation paragraphs and follow all APA research. Your paper must be typed and double-spaced using a 12-point font. Scoring rubric and Annotation directions are available on the course BB site. Due: TBD. Advocacy Essay Part Three: (12 points) PLP Part Three is a traditional research paper with a guiding thesis, related and cited resource information and clean, proofread writing. Your paper must thoroughly explain your chosen topic and its connections to adolescence, education and advocacy. You must reference (and include a reference page) no less than 6 sources, and only 1 can be Internet based. Length: 6-8 pages. This paper must be written in APA, if you are not familiar with APA I can provide a tutorial ppt. Due: TBD. Take-home Final: (10 points) We will cover a lot of material in our time together. On our last day of class I will hand out a take-home final to assess your knowledge comprehension. You will be allowed to use your notes to complete the final-so keep good ones! You are required to email your completed quiz to me on Due: TBD. Assignments Group: Web-Quest Presentations: (7 points) Small classroom teams will be charged with doing a web-quest to gather information about key developmental theorists. Your group will be responsible for developing and implementing a lesson plan that teaches the class about the information. You will also be required to construct a PPT providing key information about that theorist, including web-links. Due: TBD. Video Clips: (5 points) In small groups, you are to create a montage or series of clips that run no more than 10 mins and address the focusing issue of a unit. There are 6 units this semester so there are 6 opportunities to create movie clip montages. You may self-select groups and each group will sign up for one of the unit classes, put together video entries and dazzle the class!!! Due date to be determined. Upward Bound Service Project: (23 points) Every day of this class you will be tutoring students enrolled in Upward Bound. From 11:30-12:00 you will be assigned students to work with. This opportunity will allow you to spend time with struggling learners, many of whom are new Americans. It is extremely important that you understand how significant you are to these students. You are a role model, a professional providing them with support. Please be aware of this responsibility and treat it respectfully. You will be working with your peers, help each other and this will be a rich, challenging, rewarding experience. There are individual and group reflective requirements that accompany this project. 1. Group: you will create one TED-Talk product; this final part of the assignment is designed to incorporate your technology skills and creativity with “lessons learned” from your Service Learning project. These are the key components: your group TED-Talk which demonstrates what you individually and collectively learned from your service experience related to education and the developmental issues (the focusing issues we explore in class units) faced by the students you worked with. There is to be one product per group. That means working collaboratively with your base team to complete the required hours, organize and plan out your TED-Talk, execute that plan, create the project and prepare to present it. This is not I repeat not meant to be a blow-by-blow description of what you did. This is a representation of lessons learned analyzed by looking at connections to development issues. Your group will formally present your project on TBD (13 points). 2. Individual: Service learning requires honest reflection and appraisal of one’s experience. You are required to complete a Reflective Essay about the development of your collaborative and advocacy skills. This essay is Due:TBD (5 points). 3. Individual: You will complete service hours daily for a total of ~4hours (5 points). Preparation and Participation (5 points) These 10 days are intense and packed with learning. Each class requires you to have read and be prepared for activities. I will track individual preparation and engaged participation and assign points for both in final grading.

Meetings

to

Location

Waterman Bldg 426 (View Campus Map)

Times

to on Monday, Tuesday, Wednesday, Thursday and Friday