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 5 - July 15, 2022; M-F 8:30am-4:30pm. Delivery is a combo of synchronous & asynchronous: Week 1 is remote with synchronous class-time and asynchronous work; Week 2 is in person in Waterman 426. Pre reqs: MAT Program and/or instructor permission

Section Description

During this class we will examine adolescent developmental and learning theories. 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. You will engage in activities and work that focuses on advocacy and collegiality, two essential components of teaching.

Section Expectation

Enduring Understandings: We respond to diversity by building empathy, respect, understanding and connection. 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 establish student-centered practice? 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? Course Proficiencies: During this class you will: -demonstrate a personal understanding of adolescent development in a variety of ways. -be able to connect relevant experiences and theoretical ideas about development. -construct and defend a thesis related to an issue impacting adolescents. -write a scholarly essay that considers the role of advocacy in teaching. recognize your own responsibility to stand up to exclusion, prejudice, and injustice

Evaluation

Assignments: Development Analyses: Part 1-July Part 2-July Theorist Matrix-July Advocacy Essay: Topic Paper- Annotated Bib-July Final Essay-July Summatives: Summative check-in- Final Presentation(TED Talk)- Take-home: PADA- Final-

Course Dates

to

Location

Online (View Campus Map)

to

Location

Waterman Bldg 426 (View Campus Map)

Times

to on Tuesday, Wednesday, Thursday and Friday

Important Dates

Note: These dates may not be accurate for select courses during the Summer Session.

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