Education | Adolescents in a Learning Community
P313 | 5768 | 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:
(1)	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:
(2)	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.

Grades:
P313 grades will be based on the following***:

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 at least 1 short
(at least 1 page, no more than 2) reflection paper during the
semester. More information will be provided
	Miscellaneous Assignments
	Miscellaneous assignments may be given at the instructor’s
discretion.

Note on assessment:
The grade given to each assessment tool is based solely on the final
project that turned in or presented. The amount of time you spend or
how hard you work does not influence your grade whatsoever.

Note on all assignments:
•	Neatness counts. A poorly printed paper will negatively
affect the assigned grade.
•	Grammar and spelling count.
•	Clarity is especially important. Avoid awkward sentences.
•	It is strongly suggested that you proofread anything you hand
in several times.

***NOTE:  ATTENDANCE IS EXPECTED BY ALL STUDENTS DURING THE
ADOLESCENT RESOURCE FAIR PRESENTATIONS. IF ATTENDANCE SIGNIFICANTLY
DECLINES (SIGNIFICANCE DETERMINED BY THE INSTRUCTOR), A THIRD EXAM
WILL BE GIVEN DURING FINALS WEEK THAT WILL COVER THE MATERIAL
PRESENTED IN THE PRESENTATIONS. IN THIS EVENT, THE PERCENTAGE OF THE
FINAL GRADE WILL BE ADJUSTED AND DETERMINED BY THE INSTRUCTOR.
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%	B+ 87-89%	C+ 77-79%	D+ 67-69%	F+57-
59%

A 93-96%	B 83-86%	C 73-76%	D 63-66%	F 53-
56%
	
A- 90-92%	B- 80-82% 	C- 70-72%	D- 60-62%	F- 0-
52%

GPA Scale:
A+ 4.3	B+ 3.3	C+ 2.3	D+ 1.3	F+   .3
A  4.0	B  3.0	C  2.0	D  1.0	F     0
A- 3.7	B- 2.7	C- 1.7	D-  .7	F- - .3


IN ORDER TO RECEIVE A PASSING GRADE, THE STUDENT MUST TAKE ALL EXAMS