Education | Adolescents in a Learning Community
F401 | 6035 | Kand McQueen


Oncourse Class Website:  http://oncourse.iu.edu

Required Textbook:
Rice, F. P., & Dolgin, K. G. (2002). The Adolescent: Development,
Relationships, and Culture (10th ed.). Boston: Allyn and Bacon.

Course Description:
	
This course is designed to provide a broad description and
understanding of the historical, biological, cognitive, social, and
moral developmental processes characteristic of adolescents. Central
to the course content are discussions of the main tasks of adolescent
development, contexts within which these tasks are undertaken, and
the theories and research that provide explanations and
understandings of these tasks and contexts. The course components are
intended to provide students with an understanding of the balance
between theoretical perspectives and their practical implications and
applications in working with adolescents.

Class Policies:
A.  Participation/ Attendance: Class attendance and participation in
discussions is expected. To facilitate discussions, students are to
read the assigned chapters prior to the day they will be presented in
class. You will be held accountable for the assigned reading material
throughout lectures, discussions, and within group activities.
Attendance will be taken the first 5 minutes of class. Failure to
sign the sheet will result in an absence. Intentions to observe a
religious holiday or attend a professional conference should be
arranged with the instructor at least two weeks prior to absence.

B. Exams: Make-up exams will be given only in emergency situations.
If you have to miss an exam, you must notify the instructor by e-mail
before the exam takes place or by leaving a message with the
Education office. Emergencies will be dealt with on an individual
basis, however, the base policy for the class is that failure to
notify the instructor before an exam is given will result in no make-
up opportunity and a grade of F- being assigned for that exam.

C. Academic Dishonesty: The University’s policy on academic honesty
and integrity will be in effect for all tests and assignments. In the
event that any student is suspected of academic dishonesty
(plagiarism, cheating, deception, etc.) the matter will be referred
to the Office of Student Judicial Affairs for honor court
proceedings. Please refer to the Student Code of Conduct for
procedures resulting from Student Misconduct.

D. Disability Policy: Any student who has a disability that may
affect his/her academic performance is encouraged to make an
appointment with the instructor to discuss the matter, or to contact
Disability Services.

E. Academic and Classroom Misconduct: Students are expected to
conduct themselves appropriately at all times. Academic and classroom
misconduct will not be tolerated. Students must read the “Code of
Student Conduct” in the Student Handbook for an understanding of what
will be expected of them within the academic setting.

F. Late Assignment Policies: Unless otherwise stated, assignments are
due during regularly scheduled class times. Assignments turned in
after class will result in a decrease in grade to be determined by
the instructor. Late assignments will not be accepted beyond the day
they are due except in cases of documented emergencies.

G.  Miscellaneous: It is not possible to foresee every kind of
circumstance that may arise during the semester. Consequently, the
instructor reserves the right to handle any situation as the
instructor sees fit.

Core Principles:  Two sets of guidelines will steer the content and
structure of this course:
The ten principles representing the knowledge, dispositions, and
performances deemed essential for prospective teachers in all subject
areas developed by the Interstate New Teacher Assessment and Support
Consortium (INTASC), the educational task force responsible for
constructing model standards for the licensing of new teachers:
The six principles determined by Indiana School of Education faculty
(SOE) to represent appropriate pre-service teaching standards:

I.  INTASC Principle #1:  Understanding central concepts and tools of
inquiry in education

SOE Principle: Engaging in meaningful activities and readings that
promote understanding
Principles of learning and inquiry; problem-solving
The nature of safe and secure learning communities
Creating our own community of learners through inquiry,
collaboration, and concept-building
Evidence: Students will complete assigned readings and reading
reflections and participate in class discussions

II.  INTASC Principle #2: Understanding child and adolescent
development

SOE Principle: Engaging in meaningful activities and readings that
promote understanding
Principles of child and adolescent physical, social, emotional,
cognitive, and moral development
Processes that support healthy child and adolescent identity
construction; the development of autonomy
Decision making/problem solving during childhood and adolescence
The impact of family structure and function on developmental
trajectory
The unique developmental needs of children and adolescents
Transitions from elementary to middle school and from middle to high
school
Transitions to adulthood, the world of work, and higher education
Tracing developmental histories within our own community of learners
Evidence: Students will complete assigned readings and reading
reflections, demonstrate proficiency in concepts on exams, and apply
principles in Field Experience and in discussion forums.

III.  INTASC Principle #3: Understanding how students differ in their
approaches to learning

SOE Principle: Constructing knowledge and multiple forms of
understanding
The range of individual differences and the needs of diverse learners
The uniqueness of each student and the potential for each to
contribute to society
Learning disabilities and attention disorders
The impact of prior experience on academic performance; intelligence
Sharing and celebrating learning similarities and differences within
our own community
Evidence: Students will complete assigned readings and reading
reflections, demonstrate mastery of concepts on midterm and final
exams, and apply principles in assignments.

IV.  INTASC Principle #5: Understanding individual and group
motivation and behavior

SOE Principle: Engaging in meaningful activities and readings that
promote understanding
Motivation and goal setting
Risk taking behavior during adolescence; disenfranchised students and
dropouts
Socio-cultural and environmental factors influencing behavior
The impact of peer culture on decision making and behavior
Student involvement in school and community activities
Examining learning histories within our own learning community
Evidence: Students will complete assigned readings and reading
reflections, demonstrate mastery of concepts on midterm and final
exam, and apply principles in class assignments.

V.   INTASC Principle #4: Understanding a variety of instructional
strategies

INTASC Principle #6: Understanding effective communication techniques
SOE Principle: Constructing knowledge and multiple forms of
understanding
The roles of learning strategies, metacognition, and reflection
Learning activities that foster critical thinking skills
Alternative learning environments
APA’s Learner Centered Principles
Classroom management strategies
Analyzing learning dynamics within our own community and in field
placements
Evidence: Students will complete assigned readings and reading
reflections and apply principles in class assignments.

VI.  INTASC Principle #7: Planning appropriate instruction

SOE Principle: Engaging in meaningful activities and readings that
promote understanding
Developmentally appropriate instructional activities for children and
adolescents
Academic materials and resources, including technology-based resources
Creating and demonstrating instructional tools within our own
community of learners
Evidence: Students will complete assigned readings and reading
reflections, design and give at least one presentation, and apply
principles in other assignments.

VI.  INTASC Principle #8: Understanding formal and informal
assessment strategies

SOE Principle: Constructing knowledge and multiple forms of
understanding
Assessment for learning and of learning; formative and summative
classroom evaluation
State and federally mandated standardized testing; accountability
Alternative assessment methods
Creating assessment tools for use within our own learning community
Evidence: Students will complete assigned readings and reading
reflections; demonstrate mastery of concepts on midterm and final
exams; apply principles in assignments.

VII.  INTASC Principle #9: Becoming a reflective practitioner

SOE Principle: Practicing critical reflection and attending to
intellectual and professional growth
SOE Principle: Capitalizing on opportunities for choice
SOE Principle: Accepting personal responsibility for learning
Characteristics of effective teachers
Professional development opportunities
School reform issues
Assuming responsibility for attendance, punctuality, and assignments
within this learning community
Evidence: Students will complete reflective assignments and
participate in class discussions.

VIII.  INTASC Principle #10: Fostering relationships with colleagues,
parents, and community agencies

SOE Principle: Participating in scholarly dialogue; sharing learning
experiences with colleagues
Communication with parents and building home-school partnerships
Cooperation among administrators, counselors, nurses, teachers, and
support staff
Local and extended support services and community resources; positive
school-community relations
Recognizing and utilizing local resources within our extended
learning community
Evidence: Students will participate in class discussions.

Assessment Tool Percentage of Final Grade
Exam I  25%
Exam II 25%
Adolescent Resource Fair 15%
Case Study 15%
Reflective Paper 10%
Misc. assignments* 10%
*The instructor reserves the right to give pop quizzes, which will
count as a miscellaneous assignment

ABSOLUTELY NO EXTRA CREDIT ASSIGNMENTS WILL BE GIVEN

Assessment Tools:

Exams
Each exam will consist of multiple-choice and/or essay type questions
drawn from the assigned readings and from the lectures. There will be
material presented in class that is not in the assigned readings.
Adolescent Resource Fair
Students will have an opportunity to become aware of the range of
community resources and support systems for adolescents and the
various problems that can be encountered at that time of life. More
information will be provided

Case Study
Students will be required to complete a case study of an adolescent.
After watching a movie based around adolescence, students will
specifically reflect on the character(s)’ adaptation to normal
developmental tasks by providing a developmental profile of the
character(s)’, and discuss strategies for addressing these
developmental issues in the classroom. More information will be
provided.

Reflection Paper
Reflections on classroom discussions and specific assignments will
form a basis for personal reflection on the impact of students’
understandings of adolescence. Students will write 1 short (at least
1 page, no more than 2) reflection paper during the semester. More
information will be provided
Miscellaneous Assignments
Miscellaneous assignments will be given at the instructor’s
discretion.

Grading Scales: In accordance with School of Education policies,
please note that you must achieve a grade of “C” or higher in P 313
in order to continue with the teacher education program. Grades will
be assigned as follows:

Letter Grade Scale:
	
A+ 97-100%
A  93-96%
A- 90-92%	
B+ 87-89%
B  83-86%
B- 80-82% 	
C+ 77-79%
C  73-76%
C- 70-72%	
D+ 67-69%
D  63-66%
D- 60-62%	
F+ 57-59%
F  53-56%
F- 0-52%

GPA Scale:
	
A+ 4.03	
A  4.0	
A- 3.7	
B+ 3.3	
B  3.0			
B- 2.7	
C+ 2.3	
C  2.0
C- 1.7
D+ 1.3	
D  1.0
D-  .7
F+  .3
F    0
F- -.3