Education | Adolescents in a Learning Community
P313 | 5770 | Mary Leibham
Rice, F. P., & Dolgin, K. G. (2002). The adolescent: Development,
relationships, and culture (10th Ed.). Boston: Allyn & Bacon.
To be an effective teacher, it is important to understand your
students. Part of this understanding comes from a knowledge of
adolescent development, particularly within the context of a diverse
community of learners. To this end, the important theories and
research findings of adolescent development will be examined in this
course. The major topics to be covered include the historical,
cognitive, social, emotional, biological, and moral aspects of
development. This course is intended to provide students with an
awareness of how adolescent development impacts educational contexts,
and how educational contexts, in turn, can facilitate optimal
General Course Objectives:
•Acquire an understanding of normal adolescent development.
•Identify and understand the relevance of adolescent development to
the field of education, as well as the issues of concern to
•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.
•Understand how differences in adolescent development influence
students’ engagement and performance in the classroom.
•Reflect on your development as a teacher through class activities
1.Enthusiastic Class Participation
2.Reflection Papers (7 x 10 pts = 70 pts)
3.Midterm (75 pts)
4.Adolescent Resource Fair (40 pts)
5.Case Study (20 pts)
6.Final Exam (75 pts)
7.Miscellaneous In-Class assignments (20 points)
Reflection Papers: Seven short (2 pgs., typed, 1-inch margins, and
double spaced) 10-point papers will be assigned during the semester.
In order to write the reflection papers you will need to stay current
in your assigned readings and attend class. These papers should
reflect your ideas about the current material. How did it strike
you? What ideas were new? Confusing? Controversial? How does this
material relate to teaching at the secondary level? Is it something
you will incorporate into your teaching? Have you experienced these
concepts? You may also include any questions or points of confusion
at the end of this paper.
Adolescent Resource Fair: Students will be assigned to groups of two
or three for this assignment. Each group will be responsible
for “teaching” the class about a specific topic relevant to
adolescent development. As a class, we will generate possible topics
and then each group will choose a topic from those generated. In
conjunction with your presentation you should provide the class with
material (e.g., brochures, handouts) that presents an overview of
your topic as well as community services and/or resources available
to the public for further information. The presentations will take
place at the end of the semester. Further information will be
provided in class. This project will be worth 40 points.
Case Study: The case study will be worth 20 points. You will be
presented a case study and asked to analyze it from a developmental
perspective. More information will be given in class. I will use
the following criteria in grading your case study work:
•Application of appropriate adolescent theory or theories to case
•Objectivity of analysis.
•Organization of analysis.
Midterm: The 75-point midterm will be a combination of multiple
choice, short answer, identification, and short discussion
questions. It will be based on the material previously covered in
the text and classroom discussions. No make-up exam will be given.
Final Exam: The 75-point final exam will include five 15-point essay
questions. Eight questions will be given to you ahead of time, of
which five will be presented to you on the day of the exam. This
exam will be based on all information covered after the midterm. No
make-up exam will be given.
Miscellaneous Assignments (20 pts): These may include in-class
writing tasks, group work, or discussion activities.
Exams and assignments will be graded on a points system that will be
explained at the time each is assigned. If you have concerns about
your grade throughout the semester, please contact me. Your final
course grade will be based on the total points earned (total
possible = 300 pts.) and will be assigned according to the following
A+ 97-100% (291-300 pts)
A 93-96% (279-290 pts)
A- 90-92% (270-278 pts)
B+ 87-89% (261-269 pts)
B 83-86% (249-260 pts)
B- 80-82% (240-248 pts)
C+ 77-79% (231-239 pts)
C 73-76% (219-230 pts)
C- 70-72% (210-218 pts)
D+ 67-69% (201-209 pts)
D 63-66% (189-200 pts)
D- 60-62% (180-188 pts)
F 0-59% (0-179 pts)
Attendance: Regular attendance is required and attendance will be
taken periodically in class. Absence due to illness (personal or
family) is the only legitimate reason to miss class. If you need to
miss class, please notify me via e-mail. Please arrive to class on
time as it is disruptive to your fellow students to walk in late.
Class Preparation: You are responsible for reading the assigned text
prior to class since participation in discussions and activities will
require your knowledge of the topic. As you read the Rice & Dolgin
text and other material, I want you to mark down concepts and terms
that you do not understand. You can then bring these questions or
comments into class or you can e-mail them to me. I will then help
clarify these concepts for you.
E-mail: It is essential that you maintain an active IU e-mail
account. Correspondence relating to this course will be sent via e-
mail so be sure to check your account on a regular basis.
Missed/Late Assignments: The due date that I give for assignments is
the last possible date that I will accept the work for full credit.
Assignments are due at the beginning of class. Computer malfunctions
will not be considered acceptable excuses. Any item not turned in
the day it is due will be docked one half letter grade for each day
it is late.
Adaptations and Modifications: Please let me know within the first
week of class if you require special adaptations or modifications to
any assignment, exam procedure, or due date because of special
circumstances such as learning disabilities, religious observances,
or other appropriate needs.
Academic Integrity: All policies and regulations stated in the
Indiana University Undergraduate Bulletin apply in this course. It
is your responsibility to familiarize yourself with these policies.
Syllabus Changes: The instructor reserves the right to alter the
syllabus as needed. Any changes in the syllabus will be announced in
Instructor Responsibility: I consider it a privilege to have each of
you in my class. As your instructor, I will do whatever I can to
help you learn and do well on tests on assignments. However, please
keep in mind that your grade in this class is earned by you, not
given by the instructor. I will give you a number of opportunities
to learn the material and demonstrate what you have learned.
DATE TOPIC ASSIGNMENT
1/15 Definitions, Relevance of Adolescent Development R&D
1/20 Theories of Adolescence R&D Ch. 2
1/22* Theories of Adolescence R&D Ch. 2 Reflection Paper 1
1/27 Physical Development R&D Ch. 4 & 5
1/29* Physical Development R&D Ch. 4 & 5 Reflection Paper 2
2/3 Cognitive and Intellectual Development R&D Ch. 6 & 7
2/5* Cognitive and Intellectual Development R&D Ch. 6 & 7
Reflection Paper 3
2/10 Self- Concept and Identity R&D Ch. 8
2/12* Self-Concept and Identity R&D Ch. 8 Reflection Paper 4
2/17 Social Development R&D Ch. 10 & 11
2/19* Social Development R&D Ch. 10 & 11 Reflection Paper 5
2/26 Midterm Exam R&D Ch. 1,2,4,5,6,7,8,10,11
3/2 Moral Development R&D Ch. 12
3/4* Moral Development R&D Ch. 12 Reflection Paper 6
3/9 Family Context R&D Ch. 13
3/11* Family Context R&D Ch. 13 Reflection Paper 7
3/16; 3/18 HAVE A NICE SPRING BREAK!! ☺
3/23 Educational and Vocational Contexts R&D Ch. 15 & 16
3/25* Educational and Vocational Contexts R&D Ch. 15 & 16
Reflection Paper 8
3/30 Psychosocial Issues R&D Ch. 17 & 18
4/1* Psychosocial Issues R&D Ch. 17 & 18 Reflection Paper 9
4/6 Making the Connections TBD
4/8 Making the Connections TBD
4/13 Class Presentations
4/15 Class Presentations
4/20* Class Presentations Case Study
4/22 Class Presentations
4/27 Overview R&D Ch. 12,13,15,16,17,18
5/4 Tuesday, May 4th, 8:00 a.m. FINAL EXAM R&D Ch.
** As your instructor, I reserve the right the make changes to the
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: http://www.ccsso.org/intascst.html
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.