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EDSC 207 Summer 2014
Instructor: Jennifer Prue (Jennifer.Prue@uvm.edu), 656-1404 Office hours based on appointment only please call ahead. E-mail is always welcome. Dates and Times of Course: 7/14-7/25/14 8:30-4:00 Location: Campus Enduring Understandings: Reflection on experience allows for deeper comprehension and meaningful application of theoretical information. Psychological and developmental factors impact learning and teaching. Inquiry, both qualitative and quantitative informs practice. Teachers are advocates. Colleagueship is the cornerstone of quality education. Essential Questions: How might deep reflection on your adolescent experiences inform your interactions with your future students? How do teachers utilize information about adolescent development to design implement and assess curricula and student learning? How does information derived from qualitative and quantitative inquiry inform professional practice? How do teachers become advocates for their students? What does it take to be a good colleague?
Participants in this class examine adolescent developmental and learning theories. Ongoing participation at a designated Service Learning site allows students to apply their understanding of the content in the context of instructional settings, with an emphasis on supporting students identified as dealing with barriers to learning. 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 corner stone of constructivist teaching. Group projects focus on social elements in learning another tenet of constructivism. Students will engage in activities and work that focuses on advocacy and collegiality, two essential components of teaching.
Course Reading Packet available at the UVM Bookstore. I recommend you have access to an APA Writing manual either in hard copy or on-line. Note: For each day of class there are required readings listed below. You are expected to bring copies of readings to class.
Part One: Field Experience *Cohort meeting 7/14 Assignment: TBD *Field Days/Times TBD
Part Two: Instructional Experience Day One: Course/Program Info+Identity Reading: Identity Formation Chapter 11 [1st section of the reading packet] Assignment: PLP One Group Observational Projects
Day Two:: Identity+The Family Reading: Sadowski Chapter(s) Parenting Chapters [2nd section of the reading packet] Assignment: Identity Paper
Day Three: Rel/Social Development Reading: Reclaiming Youth Selection [3rd section of the reading packet] Assignment: Web-quests
Day Four: Risk-Taking+Cognitive Development Reading: Chapter 2 [6th section of the reading packet] Primal Teen Selections [4th section of the reading packet] Assignment: Developmental Analysis
Day Five: Motivation and Achievement Reading: Wigfield and Eccles Chapters [5th section of the reading packet] Assignment:
Day Six: Learning Reading: Chapters 6, 7 and 9 [6th section of the reading packet] Assignment: Theorist Matrix
Personal Analyses: (15 points) The best way to understand how to use developmental information about your students effectively is to practice on yourself. You will reflectively analyze in writing your development in two connected assignments. For the purpose of this assignment it is best to organize it around the focusing issues of each unit or focusing issue discussed in class: Identity, the Family, Relationships and Social Development, Risk Taking and Cognitive Development, Cognition and Achievement and Learning (there are 6 focusing issues). Part One: Identity Paper 3-5 pages (5 points) This submission is to be a short paper that describes 3 episodes from your life that exemplify experiences that contributed to your adolescent identity. The episodes can be from any time in your life including the recent past. An example might be acceptance to a particular club that cemented your identity as an athlete or the birth of a sibling that added a new role to your life. Due: Part Two: Developmental Analysis 5-8 pages (10 points). You will use the provided rubric to discuss your development in relation to the focusing issues of identity and the family. The paper you handed in at the beginning of class was a starter piece to be used in this submission. You must include: the written narrative component about your development, theoretical connections and an integration of the two, which is your analysis. Due
Theorist Matrix: (5 points) This assignment is designed to facilitate successful completion of your ROPA Entries 1, 2 and 6 in conjunction with EDSC 209 and EDSC 230 The completed matrix will identify theoretical content covered in our class that directly addresses Principles 2 and 3 of Entry 1 and Principle 3 of ROPA Entry 2. This matrix will also help you complete ROPA 6 during your internship, so keep it somewhere safe! By completing the matrix, you will be able to reference and draw meaningful connections between what you learn about development and students you work with in EDSC 209. Due:
Personal Learning Project (PLP) (20 points) Good teachers are advocates for their students. In order to be a good advocate, teachers have to stay current with the literature about issues and challenges faced by their students. This writing project is designed so you can explore a topic that interests you and represents a challenged faced by your future students. Pick a topic you are interested in exploring that you can present as an issue or challenge faced by adolescents. A few examples are: cycles of poverty, alcoholism both among teenagers and their families, teenage pregnancy, sexual abuse, depression etc. You are required to conduct research on your topic. Your final paper must include a minimum of 6 cited sources. You are to use APA, cite parenthetically and follow all APA research paper requirements that include: a title page, reference page, page numbers etc. Your paper must be typed and double-spaced using a 12-point font. Your paper must include a discussion about how advocacy connects to this topic. To do this, I expect you to explore the website of the site you have been assigned to in order to investigate: what services do they provide to support students challenged by the issue you are researching? How do students faced with the challenge you are researching access support? Finally, in your conclusion you must discuss how the issue you explored and advocacy efforts relate to you as a future educator. Note: Completion of this assignment will provide materials to be used in ROPA 3, which focuses on Colleagueship and Advocacy. Each Project Must: Be a clear demonstration of: 1. Your understanding of the topic (what did you learn about the topic) 2. How it relates to adolescence 3. How it relates to advocacy 4. How it relates to you as a future teacher (the usefulness of this information). Part 1 PLP Part One: (5 points). The first PLP submission is a short paper that defines and explains your chosen topic. This submission must include a formal thesis statement, 1-2 introductory paragraphs as well as at least 2 APA cited sources in an annotated bibliography form. Length: 2-4 pages. Due:
Part 2 Part Two: (15 points) PLP Part Two is a traditional research paper with a guiding thesis, related and cited resource information and clean, proofread writing. Your paper must thoroughly explain your chosen topic and its connections to adolescence, education and advocacy. You must reference (and include a reference page) no less than 6 sources, and only 1 can be Internet based. Length: 8-10 pages. This paper must be written in APA, if you are not familiar with APA I can provide a tutorial ppt. Due: In-class Quiz: (10 points) We will cover a lot of material in our time together. On our last day I will hand-out a quiz to assess your knowledge comprehension. You will be allowed to use your notes to complete the quiz-so keep good ones! You are required to email your completed quiz to me on Due: Preparation and Participation (10 points) These six days are intense and packed with learning. Each class requires you to have read and be prepared for activities. I will track individual preparation and engaged participation and assign points for both in final grading.
Web-Quest Presentations: (10 points) Small classroom teams will be charged with doing a web-quest to gather information about key developmental theorists. Your group will be responsible for developing and implementing a lesson plan that teaches the class about the information. You will also be required to construct a PPT providing key information about that theorist, including web-links. Due: Group Observational Project (10 points) There are a variety of in-class, group oriented activities (Observational Project for example) throughout this week. Performance during these activities is assessed. Due:
In-class Group Work (15 points) There are a variety of in-class, group oriented activities (Observational Project for example) throughout this week. Performance during these activities is assessed.
Group Work Reflection (5 points) Throughout our time together you worked in different groups with a variety of products assigned. Using the provided prompts, please write a 2 paragraph (minimum) reflecting on what it means to work as a team member. This mini-essay will be emailed to me. Due:
All assignments must be submitted in hard copy delivered to my mailbox in the Secondary Education Suite, Waterman Hall. There will be no deadline extensions. I have spaced assignments as much as possible with a goal of them being completed before your fall classes start.
A AB+ B BC+ 95-100 92-94 88-91 85-87 82-84 78-81 C CD+ D DF 75-77 72-74 68-71 65-67 62-64 Below 62
***** PROFESSIONAL CONDUCT POLICY****
As your instructor I have the right to increase or decrease your grade by one full letter grade based on your level of professional conduct during this course.
To me the most important thing about learning is the level of engagement and participation. What is “engaged” learning? It is active participation in class. It looks like all of us fostering a caring, respectful environment where everyone has value and belongs. This is a course that raises many issues explored from many different angles. There will be times when we agree with one another and times when we disagree. How we conduct ourselves during these times is of the utmost importance. You are learning to become an educator and you are a role model. How
you conduct yourselves with colleagues and teachers will construct your learning environment and foreshadow your work in and out of the classroom. 1) Respect: Yourself, Others & Surroundings. 2) Be on Time 3) Open Body Language 4) Engaged Participation Accommodations: Accommodations will be provided to eligible students with disabilities. Please obtain an accommodation letter from the ACCESS office and see one of the instructors early in the course to discuss what accommodations will be necessary. If you are unfamiliar with ACCESS, visit their website at http://www.uvm.edu/access to learn more about the services they provide. ACCESS: A-170 Living Learning Center, University of Vermont, Burlington, VT 05405. PH: 802-656-7753, TTY: call 711 (relay), Fax: 802-656-0739 Email: email@example.com, Instant Messenger: UVMaccess. General office hours: 8:30am – 4:30pm Monday through Friday. Call to make an appointment. Cell Phone use: Cell phones must be turned off at the start of class. If there is a need for you to keep your phone on (because you are expecting an important call, for example), talk to your instructors, and we will make an accommodation. If I need to speak to you about cell phone use more than once, participation points will be deducted. Laptop use: Laptops are only allowed if you have an ACCESS plan that includes using a computer for note taking. There may be occasions when you are asked to bring your laptop to class for activities; we will notify you advance of such occasions. Managing your work: All assignments must be handed in hard copy on the date each is due. Assignments will be subject to a ½ pt. deduction for every day late. It is your responsibility to manage the assignments required for this course by using this syllabus and the Blackboard site for information. Let us know if you need help at any point.
Religious Observances: The official policy for excused absences for religious holidays: Students have the right to practice the religion of their choice. Each semester students should submit in writing to their instructors by the end of the second full week of classes their documented religious holiday schedule for the semester. Faculty must permit students, who miss class for the purpose of religious observance, to make up this work.
This action might not be possible to undo. Are you sure you want to continue?