Syllabus and Course Schedule

SEC. ED 800 TEACHING THE ADOLESCENT

3 Units

Fall 2001

GENERAL INFORMATION

Class meets on Mondays 4:10 - 7:00 p.m.

Instructor: Dr. Lynn Fox

Phones: (415) 338-2265 (office) or fax (415) 338-0914/ (415) 435-3992

Email: lynn@sfsu.edu

Office Hours: Mondays 2:30 - 3:30 (BH 47) and by appointment

COURSE SUMMARY/ GENERAL KNOWLEDGE BASE/ GOALS & OBJECTIVES

This course will pose the following general questions: Who is the adolescent?What does s/he care about?How does s/he learn?Who and what have influenced his/her cognitive, social, emotional, moral and physical development?Course readings with PowerPoint presentations, case studies, and panel presentation projects will provide information about biological and environmental influences that interact in the cognitive, psycho-social and moral development of the adolescent.

The main approaches to examining adolescent development (psychoanalytic, social-learning, behavioral, & cognitive-developmental) will be presented.The effects of physiological growth and early experience upon the development of the adolescentâs intellectual, emotional and social self-concept will be examined throughout the course.Specific topics will include peer group functions, gender role socialization, moral development, ethnicity and social class, achievement motivation, efficacy and self-concept development and adolescent/adult relationships.

The course will incorporate experiential or ãhands onä learning strategies in and outside of class.Students will be expected to participate in small group work, problem design and solution, and individual projects.Students will apply information from the course to individual and class projects (e.g., student analysis of a personal incident/experience in adolescence utilizing the concepts of one of the developmental theories; interpretation of an observed classroom event using one or more of the main theories; case studies from a developmental perspective; interviews with adolescents about peers, gender expectations, future aspirations, etc.).

APPLICATION OF KNOWLEDGE BASE

Class members (Teachers and teachers-to-be) will:

-Examine the main theoretical approaches to understanding the psychological, social, moral, intellectual and physical growth and development of adolescents.

-Apply theoretical and research knowledge to practical teaching techniques that can be used with adolescent students so that they learn more about themselves.

-Relate knowledge and theory of adolescent development to educational practices

regardless of your subject area.

-Practice weekly information taught in the class.

COURSE REQUIREMENTS

1. Short theoretical paper (5 pages maximum). The short paper, ideally, will be related to the panel presentation project. Focus on Santrock chapters 1-4.Also use chapters 13 & 14 for extra information.Your paper must be edited by your classmates before turning in to Dr. Fox.See Reader for forms. Provide Dr. Fox with a completely edited copy for grade. You have a choice to work with a partner and turn in one paper or to do separately.

Theoretical paper due: For peer feedback: October 15

Final Edit due: October 22.

*1st draft is due on time. If not, you will have grade lowered by one level/letter grade.

2. Case studies: Self and Student

ðFor self casestudy: Your folder will have a lifeline (ages 12-20) done on the inside of your cover.Due: November 19

ðFor student case study, complete Goals of Misbehavior form.Due:December 3

3. Panel Presentation Project related to topics in Chapters 10-14: This project will be a team/group effort and will be based to some extent upon field experiences, readings, and case studies.Cooperative team efforts will be a major course activity.Therefore it is imperative that each student contribute to his/her group task and project with timely and high quality energy.There may be some flexibility on individual papers with my consent and consent of the group, if it affects progress on the panel presentation project.General policy, however, is that papers and projects will be completed on time and done in a professional manner.You will receive peer feedback, as well as grading by Dr. Fox.

Group Panel Presentation Projects are due on sign-up dates (Nov.12 - Dec. 10).

4. Textbook Readings (essential): You will read and be prepared to discuss a chapter each class. If this is a problem, there will be quizzes and tests on the information.You will be assigned a specific chapter (Chapters 5-9) with a partner for a 20 minute presentation.You will summarize the content and provide classmates with 1-2 page summary sheet. These will be done using PowerPoint presentations.

Chapter Presentations and summary are due October 29.You will not receive credit if you are not in class on this date- no make-ups.

5. Regular on-time attendance and class participation are required for optimum learning and course credit. More than one absence will result in a lowered grade.

ðAny missed class time will be made up through individually assigned relevant projects. See page 6 of reader. Please sign in each class and sign out if you leave early.

Three tardies equal 1 absence = lowered grade.

ðOne missed class = make up work only. See reader for list of choices.

ðTwo missed classes = make up work and lowered grade.

ðThree missed classes = incomplete grade and make up class next semester.

ðFour missed classes = dropped from class.

Due dates and expectations about papers and project will be discussed in detail by the third class session of the course.

GRADING CRITERIA/POLICY

Course grade will be calculated according to the following weights: short theoretical paper (25%); attendance and class participation (15%); chapter PowerPoint presentation (10%); case studies (25%); panel presentation and lesson plan (25%).Criteria for paper and project grades will be delineated in a handout. Grading rubrics are used for all assignments.

Each activity and requirement are designed to be done with your own class in mind.The goal of the class is that you use the information learned in the SED 800 course during the next week in your own classroom.

Teamwork is a very important component for the panel presentation.Also a positive, open-minded attitude will be of assistance to you, your peers and me. Thanks for being willing to try something new.Your feedback is welcomed in writing, and during class discussions. Please be respectful of othersâ opinions and differing styles.

It will be REQUIRED for you to establish an e-mail address, as I will communicate with you about once a week through this technology. This is free to all SFSU students.

YOU ALSO HAVE THE OPTION OF CONTRACTING FOR YOUR GRADE:

Please let Dr. Fox know by the 4^th week, if you are taking this option. If this semester is a heavy load for you, I would suggest that you work toward a B grade.

For A grade: do high quality work on all assignments listed above (#1-5). No more than one absence.

For B grade: do high quality work on assignments # 1,only student case study #2,#3, #4 and #5 (no more than two absences).

For C+ grade: does high quality work on assignments #1, only student case study #2,

#3, no #4, and #5 (no more than three absences).

GENERAL EXPECTATIONS AND DUE DATES

Theoretical papers are due: Peer Feedback: October 15; Final Edit due October 22.

Self Case Study due: November 19

Student case study due December 3.

PowerPoint Chapter Presentations due October 29.

Group panel presentation projects are due on sign-up dates (Nov.12-Dec. 10).

Cooperative team efforts will be a major course activity. Therefore it is imperative that each student contribute to her/his group task and project with timely and high quality energy. There may be some flexibility on individual papers with my consent and consent of the group, (if your request affects the progress on the panel presentation project). General policy, however, is that papers and projects will be completed on time and done in a professional manner. You will receive peer feedback, as well as grading by Dr. Fox for most assignments.

REQUIRED TEXT AND READINGS

Text:Santrock, J. W. (2001).Adolescence.Dubuque, Iowa: McGraw-Hill Higher Education (Eighth edition).

Optional Resource for Practical Application: Fox, C. L. & Weaver, F.L. (1990). Unlocking Doors to Self Esteem. Rolling Hills Estates, CA: Jalmar Press. (available in Cahill Lab, from Dr. Fox)

Other readings will include books, articles and excerpts available from the instructor, SFSU Library Reserve Room or Cahill Lab.

Reader is available at Bookstore under SED 800. Please purchase as soon as possible. Bring to each class session.

Please keep up with all readings in text and reader. There may be a pop quiz if this is not being done as a class.

BIBLIOGRAPHY

Santrock text has an outstanding list of books and articles listed at the end of each chapter.Also see pages 2-3 in class reader for some recommended readings.

TENTATIVE COURSE SCHEDULE/CALENDAR

September 3	No classes (SFSU starts 8/29 and 9/3 is Labor Day)
September 10	Introductions, Course overview & expectations explained.
September 17	Overview of theories of Adolescent Development. Historical Perspective. Group activity: The Adolescent - Who is S/he? (5 Areas of Adolescent Development). Helpers (Chapter 1 in Santrock)
September 24	Own experiences as adolescent more about theories regarding middle school and high school youth. Personal incidents to share. Reflections. (Chapter 2 in Santrock). Pick student(s) and theories for paper.
October 1	Theories of Adolescent Development continued. (Chapter 3 in Santrock). Discussion of readings. Initial ideas about papers and projects discussed. Handout with grading criteria explained.
October 8	Using theories and research to deal with adolescent inappropriate behavior. (Chapters 4, Santrock). Goals of misbehavior.
October 15	Influences upon development continued. The definition of intelligence, information processing, implications for teaching, the family, peers, early socialization, nutrition, gender, ethnicity, and socioeconomic level. Short theoretical papers due for Peer Review and Feedback.
October 22	Peer Group Influences (Chapter 6, Santrock). Dr. Fox's Research. Final short theoretical papers due.
October 29	Presentations on Chapters 5-9. Use of PowerPoint
November 5	Introduction: Teacher Expectations and Student Achievement. Interactions 1-6.
November 12	Teacher Expectations and Student Achievement. Interactions 7-15 Gender Roles and the Development of Cognitive and Affective Skills (Chapter 10, Santrock) Panel Presentation #1.
November 19	Independent Study/Small Group Work
November 26	Adolescent Sexuality (Chapter 11, Santrock). Panel Presentation #2. Moral Development, Values and Religion (Chapter 12, Santrock) Panel Presentation #3. Self Case Study and Timeline Due.
December 3	Drugs and Alcohol Abuse (Chapter 14, Santrock). Panel Presentations #4. Delinquency, depression, suicide, runaways (Chapter 14) Panel Presentation #5. Student Case Study and Goals of Misbehavior
December 10	Health, Stress, and Coping: Promoting health, resiliency (Chapter 14). Panel Presentation #6. Self and Course Evaluations due.

GRADE APPEAL

SFSU policy guarantees the student a right to appeal a final course grade when the student believes that the assigned grade does not reflect what the student has earned according to the criteria for grading as outlined by the instructor of the course. Please refer to the San Francisco University Bulletin 2001, page 116, for an explanation of this policy.

ACCOMMODATION STATEMENT

If you are a disabled student requiring special accommodation in this course, you must register with the Office of Disabled Student Services (DSS). Your counselor will give you a letter which you must deliver to the instructor in person, at which time an appointment will be arranged to discuss appropriate accommodation. This must be accomplished during the first three weeks of the semester.

DESELECTION PROCESS

A sheet containing an explanation of the process whereby a student may be deselected from the credential program, including possible causes for deselection, was included in the information packet handed out during your SED orientation program presentation done before you entered the student teaching program. If you do not above a copy of this sheet, you may obtain one from Dr. Casarez-Levison in BH 30.