WILMINGTON UNIVERSITY CLASS INFORMATION & SCHEDULE

FACULTY MEMBER: COURSE NUMBER: COURSE TITLE:

Sherry Geesaman MAS 7651 B1W01 Adolescent Development

TERM: Fall Block I, 2011

METHOD OF CONTACT: Home: 302-659-0874 - emergencies only please Email: coachgeezy98@yahoo.com

I. SUPPLEMENTAL OBJECTIVES As a student in this course, you will be expected to demonstrate mastery of the following program competencies: Describe the theoretical perspectives on adolescence: biological, social, sociological, cultural and historical. Explain Piagets concepts of thinking in middle childhood and adolescence and its impact for teachers to know. Examine the cognitive changes that occur in adolescence and the ways these changes affect the scope and content of adolescent thought. Describe a classroom activity in terms of Howard Gardners Theory of Multiple Intelligences. Delineate the physical development of the school-age child, including the changes in fine motor and gross motor skills. Describe the physical maturation during pubescence of males and of females and delineate the changes that create difficulty for adolescents adjusting to their changing body image. Distinguish between fear and anxiety, sources of these emotions, and ways to cope with them. Note factors which produce anti-social and aggressive behaviors in adolescents. Summarize the qualities of friendship and dimensions of peer groups. Detail the major conflicts an adolescent must resolve to attain adulthood. Demonstrate an understanding of how knowledge of developmental theory will impact planning, instruction and assessment. Complete a thorough case study of a child between the ages of 10 and 14, including recommendations for course of action that cultivates the development of the student. (This is a graded assignment.) Observe a child in multiple environments to gain a better understanding of the childs physical, intellectual, emotional and social development and its impact on instruction. (This is a graded assignment.)

II.

METHODOLOGY:

A. TEACHING METHODS - This course is designed as a seminar. Objectives and learning outcomes will be reached using a variety of methods including: lecture, readings, discussions, individual projects, student presentations, role playing activities and personal reflection. It is the instructors expectation that all students will engage in thoughtful participation and that such participation will make the material presented more meaningful and create an optimal learning environment for all students. B. TESTING PROCEDURES/STUDENT EVALUATION - All assignments, papers and projects are to be completed and turned in on the date they are due. Students who fail to turn in an assignment on the due date indicated in the syllabus will receive a 10% reduction in his/her grade for that assignment. Student performance will be assessed utilizing scoring rubrics which are aligned with competencies, knowledge and performance skills. Student grades will be based on a number of assignments whose point total equals 200 points. Journal Article Review 25 Points Students will read, review and react to one professional journal article that is relevant to this class. Students are to select an article based on the learning outcomes listed in the syllabus. The article review should: (1) contain a synopsis of the main points of the article, (2) explain why the topic of the article is important in the field of adolescent education, and (3) contain the students reflection in terms of application to the students work as a future adolescent educator. Students should agree/disagree with the text and explain how the information connects to their envisioned role as an educator. A bibliographic citation for the article is required. Article is due on or before week 2. Research Paper and Presentation 30 points/10 points Student will be assigned a prominent educational theorist and complete a research paper based on his/her theories of education as related to the learning outcomes listed in the syllabus. The research paper should: (1) contain a synopsis of the theory as it relates to adolescence, (2) include context of how the theory was developed and interpret why the theory is important in teaching adolescents, and (3) contain the students reflection in terms of application to the students work as a future adolescent educator. Students should agree/disagree with the text and explain how the information connects to their envisioned role as an educator. Bibliographic citations are required. Paper is due week 3; presentation due week 4. Sample Lesson Plan 25 Points Students will create a lesson plan to incorporate activities for Gardners Multiple Intelligences. Due week 5.

Case Study (SEA)

45 Points

For this assignment students will prepare a case study of a child in grade 7-12. The case study will include observations, an evaluation of the child, and recommendations for a course of action. The case study will be collected week 7. All students must turn in a hard copy and those students required to do so must submit on efolio. Final Exam 65 Points

VII.

CONTENT OUTLINE AND ASSIGNMENT SCHEDULE: IN-CLASS LEARNING ACTIVITIES ASSIGNMENT

WEEK

#1

#2

Introductions Review of syllabus, Explanation of assignments plagiarism Chapter 1 Theoretical Perspectives on Adolescence Researcher Assigned Chapter 2 and 3 Cognitive Transitions Piaget/Erikson Social Transitions Chapter 5 Peer Groups Gardners Multiple Intelligences Chapter 6 Structure and Climate of Schools Chapter 13 Psychosocial Problems Chapter 8 Adolescent Identity Crisis Eriksons Theoretical Framework Chapter 9 - Autonomy Chapter 12 - Achievement

Journal/Article Review Due

Research Paper Due

#3 #4

Presentations on Researcher NO CLASS Mock Interview Questions Due

#5

#6 #7
Presentations of case study and Final Exam
Case study (SEA) and presentations due