Education | Adolescents in a Learning Community
P313 | 140A | Mary Hancock

Required texts

• Rice, F. P. & Dolgin K. G. (2002). The adolescent: Development,
relationships, and culture (10th Ed.). Boston: Allyn & Bacon.

Course Description.
This course is directed toward an understanding, partly of
adolescence as a process, but more of adolescents as people and how
they exist and operate within a community of learners who bring to
the school context and interact with others who bring to the school
context multiple cultural, social, and personal traits. The
underlying vision of the course is one of adolescent development.
Superimposed on and integrated into that view is the role of the
teacher who is aware of and responsive to diverse groups of

Course Objectives
Students who participate fully in P313 should

• Recognize adolescence as a stage of biopsychosocial development
that presents a unique set of developmental demands on young people
as they make the transition between childhood and adulthood.

• Acquire an understanding of normal adolescent development.

• Be able to identify issues of concern to contemporary adolescents,
especially those related to school.

• Recognize and understand the importance of developing a sense of
personal self worth during the adolescent transition.

• Be able to apply this information to the real lives of adolescents.

Course Policies
Attendance:  Regular attendance is expected. Participation in daily
activities and discussion is integral to your learning experience in
this class. Please arrive to class on time as it is disruptive to
your fellow students to walk in late.

E-mail:  It is essential that you maintain an active IU e-mail
account.  Correspondence relating to this course may be sent via e-
mail so be sure to check your account regularly.

Oncourse: This online tool will be used for class announcements,
postings, and other course information. Please be sure to check this
as well as email on a regular basis.

Missed/late assignments:  Assignments are due at the beginning of
class on the date specified. Late work, while acceptable, will
receive a reduction of 5% of total points possible for each day that
it is late. Special arrangements will be made only for extreme

Class preparation:  You are responsible for reading the assigned text
prior to each class session. Daily activities and discussions will be
based on the assumption that you have read your assignments and are
prepared for class.

Adaptations and Modifications:  If you have any special needs (i.e.
learning disability or other special circumstances) that would
require adaptations or modifications to regular assignments, exams,
or due dates you should notify me within the first week of class.

Academic integrity:  All university policies and regulations
concerning academic misconduct and stated in the Indiana University
undergraduate bulletin apply in this course.  It is your
responsibility to familiarize yourself with these policies.

Syllabus changes:  The course syllabus provides an overview of the
plan for each class session. The instructor reserves the right to
alter the syllabus as needed. Any deviations from the original
syllabus will be announced in class.

Course Requirements/Assignments

Participation/summary/reflective papers (30 pts): Participation in
class activities and discussions is an integral part of this course.
At the beginning of each class session (starting on Sept. 8th) you
will be required to submit a typed/word processed summary of some
point of particular interest to you from your assigned reading for
that day (a paragraph). In addition you should reflect on the reading
and include a personal comment or question concerning any aspect of
the reading. This should be no more than one page (12pt font and
double-spaced). Papers will only be accepted at the beginning of
class on that day from each individual student (no emailed papers and
no papers handed in for other students). If you miss class you will
not have the opportunity to gain points for that day. The format for
this exercise is as follows:  your name and date at the top right of
the paper; your point of interest underlined (at left margin)
followed by a short summary; your comment or question preceded by
either C: or Q: (at left margin).

Name and date – (top right)
Point of interest: summary
C: your personal comment OR
Q: your question

Tests (2 x 50 pts. each):  Testing can be both a learning aid and a
method of assessment.  Two exams will be given in order to assess
your comprehension of the course material and its applications.  A
study guide will be made available prior to each exam. Tests may
include multiple choice questions, matching, essay questions, case
study with questions, and/or some combination of these formats. Make
ups will be considered only for extreme and unavoidable situations.

Class Presentation (40 pts.): Students will be assigned to groups (2
or 3 per group) for this project. Each group will be responsible
for “teaching” the class about a specific topic relevant to
adolescent development. Initially groups will sign up for a broad
topic area but the specific topic must be decided upon and approved
by me no later than the fourth week of class. In conjunction with
your presentation you should provide the class with a brochure or
some type of handout that presents an overview of your topic as well
as community services and/or resources available to the public for
further information. The actual presentations will take place during
the latter part of the semester.

Short reflective paper (20 pts.):  All students enrolled in P313 are
also enrolled in P312. This assignment concerns both of these
classes. You should reflect on what you have learned about both
learning theory and adolescent development. Consider how, when, and
why learning and development overlap and interact with one another in
a middle or high school classroom. This paper should be no longer
than 3 typed/word processed double-spaced pages (12 pt font).
Additional information will be provided later in the semester.

Case Study (10 pts.): This will be an individual undertaking. A
scenario will be presented to you in which an adolescent is the
primary “character”. You will be asked to analyze the scenario from a
developmental perspective (i.e. Is the adolescent’s behavior normal?
What problems exist and in what domains? What interventions (if any)
might be enacted in order to improve the situation? ) This will be an
in class activity so be sure NOT to miss this class.

Grades will be determined on a point scale as follows:

Participation/summary/reflection 30 pts		  		
Tests (2x50) 100 pts
Class Presentation 40 pts
Case study 10 pts
Short reflective paper 20 pts
Total 200 pts					           	

Total possible points = 200

A+  196-200		
A    188-195
A-   180-187
B+  174-179		
B    168-173
B-   160-167
C+  154-159		
C    148-153
C-   140-147
D+  134-139		
D    128-133	 	
D-   120-127	

A point total of 120 and below will result in a failing grade.

Indiana University School of Education Principles
INTASC Core Standards

The IU School of Education provides a core of six principles as a
framework for the development of education classes. P313, Adolescence
in a Learning Community, is organized around these principles which
include: community, critical reflection, meaningful experience,
intellectual/personal/professional growth, knowledge and multiple
forms of understanding, and personalized learning. This course
incorporates these principles in daily activities, assignments, and
discussions. More information and explanation can be found online at:

In addition, this course also adheres to the “Model Standards for
Beginning Teacher Licensing and Development” as established by the
Interstate New Teacher Assessment and Support Consortium (INTASC).
These standards identify a “common core of teaching knowledge and
skills” that INTASC deems necessary for effective, high quality
teaching. More information about INTASC and the model standards can
be found online at:

The P313 unit specifically addresses the following INTASC standards:

Principle #2: Understanding how adolescents develop: The teacher
understands how children learn and develop, and can provide learning
opportunities that support their intellectual, social, and personal

Principle #3: Understanding how students differ in their approaches
to learning: The teacher understands how students differ in their
approaches to learning and creates instructional opportunities that
are adapted to diverse learners.

Principle #5: Understanding individual and group motivation and
behavior: The teacher uses an understanding of individual and group
motivation and behavior to create a learning environment that
encourages positive social interactions, active engagement in
learning, and self-motivation.

Principle #10: Fostering relationships with colleagues, parents, and
community agencies: The teacher fosters relationships among
colleagues, parents, and agencies in the larger community in order to
support students’ learning and well-being.