Middle Level Teacher Education: Adoles Lrng&Beh&Cog Perspect

In-depth examination of cognitive learning theory and its background in behavioral and other learning theories, with application to teaching in a middle or secondary setting. Prerequisite: EDML 3890, acceptance to Master of Arts in Teaching, or Instructor permission.

Four synchronous online sessions: 7/14, 7/15, 7/21, and 7/28 1:00-4:00pm. Final week 8/4-8/8 is In-Person in Waterman 426, 8:45-3:45pm Open to all Grad/Post Bac students. Co-located w/ EDSC 5207.

During this class we will examine adolescent development, theories that attempt to explain it and how it impacts the way we learn. 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 cornerstone 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.

Learning Targets: 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 that considers the role of advocacy in teaching. o recognize your own responsibility to stand up to exclusion, prejudice, and injustice o participate meaningfully in our community of learners. o use habits of work that demonstrate a commitment to learning.

Course grading is based on group and individual assignments. Individual work includes: narrative writing, inquiry-based research and formal writing. Group work includes: in-class participation, preparation for group assignments and the course summative assessment.