EDU 544 Fall, 2013
Eastern Connecticut State University
Department of Education
EDU 544: Patterns Of Development: Typical & Exceptional
3 credit hours
Fall, 2013
Webb Hall Room 215
Wednesday 7:00-9:45 pm
Instructor: Tanya Moorehead, PhD
Office: Webb Hall 145
Email:mooreheadt@easternct.edu
Office hours:
Tuesday 10:45-12:00pm
Wednesday 5:30-7pm
Thursday 10:45-12:00pm
Friday 1:30-2:30pm
Course Description: This course is primarily designed for prospective teachers, parents, and
others working with school age children and adolescents, and the following topics will be
discussed: (1) Child and adolescent development (social developmental theory, cognitive
development, and age-level characteristics of children and adolescents), (2) Learning and
cognition influences on the learning process (behavioral & cognitive learning, humanistic aspects
of learning, and perspectives on motivation). (3) Culture and Diversity (Children’s
Development, Socioeconomic Status, Ethnicity, and Technology)
Text: McDevitt, T. M. & Ormrod, J. E. (2010). Child development and education (5rded.).
Upper Saddle River, New Jersey: Pearson/Merrill Prentice Hall.
Course Objectives/Learning Outcomes: Upon completion of this course, the students will be
able to:
 Distinguish age-appropriate behaviors as they relate to teaching.
 Apply information regarding the theories of the teaching-learning process (i.e., how
people learn, what motivates them, and how they retain knowledge).
 Identify states and developmental characteristics of student (includes cognitive, social,
emotional, and physical development).
 Understand the interrelationships among the cognitive, social, emotional, and physical
developmental influences that affect students.
 Apply knowledge of behaviorist learning theory, especially the principles of
reinforcement, to instruction.
 Apply knowledge of information processing theory, cognitive learning theory,
humanistic approaches, and principles of motivation to instruction.
 Be aware of the effect of ethnicity on learning, including the influence of bilingualism
and bilingual education.
1
EDU 544 Fall, 2013
Course Requirements and Grading
How You Earn Your Grade:
Evaluation of your performance in this course is based on a point system. Each assignment has
been given a point value. It is possible for you to earn a total of 100 points for this course. This
system allows you to monitor your performance as the semester progresses.
Detailed descriptions of these course requirements are provided on the following pages:
Course Requirements:
Participation and Attendance
Is expected
Research Paper
25 Points
Discussion Blogs
20 points
Presentation
25 points
Summaries/Reflections
30 Points
______________________________________________________________
Total:
100 points
Assignments
1. Research Paper
a. Each student will research 1 specific area of child development. The research
paper will incorporate information from the text, weekly journal readings, and
additional research articles.
b. The research paper will be 5-7 pages and follow the writing requirements outlined
in the syllabus (APA formatting).
c. A grading rubric and additional information will be provided.
2. Summaries/Reflections
a. There will be 2 summary/reflection papers due, one mid semester and one at the
end of the semester.
b. The summary/reflections are 2-4 pages (follow APA formatting).
c. The 2-4 pages will include summaries of key elements in the course content and
reflections on how you will apply your knowledge of child development (typical
and exceptional) in the classroom.
3. Discussion Blogs
2
EDU 544 Fall, 2013
a. There will be 3 discussion blogs to complete throughout the semester. The
discussion blogs will be posted on the class blackboard page. On the first day of
class the Introduction Blog will be completed as a in class activity to assure that
all students are clear on the expectations and the process of completing a
discussion blog.
b. Discussion Blog directions
i. Remember to:
1. Post your responses to the discussion questions
2. Respond to at least one class member’s post
3. Use professional language (ex. do not use text abbreviations)
4. Follow APA formatting (ex. when quoting an outside source)
5. One member of the class will volunteer to summarize the group
discussion each week. The person who posts the summary will earn an
additional point to their final grade.
3
EDU 544 Fall, 2013
Presentation Rubric
Criteria
Organization
Distinguished
-- Extremely well organized.
--
the presentation clearly and creatively.
--Effectively includes smooth, clever transitions which are succinct but not
choppy in order to connect key points
-audience can follow.
-of the evidence presented.
Content: Depth
and Accuracy
Content
--Speaker provides an accurate and complete explanation of 3-5 key
concepts drawing upon the reading content.
-- Information completely accurate; all names and facts were precise and
explicit.
-- Level of presentation is appropriate for the audience.
Creativity
--Uses the unexpected to full advantage; very original, clever, and creative
approach that captures audience's attention.
PowerPoint Slides --5—7 slides
--NO grammatical errors
--Details on slides are minimized so that main points stand out.
--Use slides as a guide and a visual aid for audience. DO NOT read all the
content on the slides.
--Highlight important details. Use bold and colors to make important details
stand out.
4
EDU 544 Fall, 2013
Use of Language:
Grammar, Word
Choice, Voice
-- Poised, clear articulation; proper volume; steady rate; enthusiasm;
confidence; speaker is clearly comfortable in front of the group.
--
Eye Contact
-planned conversation.
resentation is like a
Audience
Interaction,
Questions and
Answers.
--Encourages audience interaction. Calls on classmates by name.
Length of
Presentation
--Within 20 minutes (15 for presentation, 5 mins questions) of allotted time
+/– 3 mins.
--Demonstrates extensive knowledge of the topic by responding
confidently, precisely and appropriately to all audience questions.
OPTIONAL FOR STUDENTS WHO PRESENT IN A GROUP
Group Presentation Discussion Rubric
Criterion
1.
2.
The team submitted a draft of their discussion learning objectives at least oneweek prior to the assigned discussion date in a viable condition.
Team met with professor at least 5 days prior to the assigned discussion date
to review discussion plan and activities.
Total
Done
Not Done
1
0
1
0
2
In Class Team-Led Discussion Rubric
Criteria
1.
2.
3.
Lead the class discussion in a way that meaningfully
achieves the learning objectives developed for the class
session
Demonstrated that they had closely read all of the
assigned material (and maybe recommended readings
too);
Kept the discussion moving at a timely pace within the
confines allotted in class (while respecting student
comments and thoughts).
5
Highly evident,
very well done.
Evident,
well done.
Somewhat
evident,
done.
Not
eviden
t.
3
2
1
0
3
2
1
0
3
2
1
0
EDU 544 Fall, 2013
4.
5.
6.
Demonstrated team collaboration before, during and
after presentation (co-planning, co-instructing and coassessing)
Objectives and plan to be shared with the class are
highly professional. (That is, materials were free of
spelling, grammar, typographical, and citation errors.
Further materials were complete, including learning
objectives and outline)
PowerPoint presentation. 3-6 slides, appropriate citation
of article, is free of grammatical, spelling, and
typographical errors, demonstrates quality expected of
graduate level work, used the slides as a guide for the
discussion (did not read the slides word for word to the
class)
Total
3
2
1
0
3
2
1
0
3
2
1
0
18
COURSE SCHEDULE
Week
1
Date
Aug 28
3
Sept 4
4
Sept 11
5
Sept 18
6
7
Sept 25
Oct 2
Topic
Introduction of Course
Syllabus
North, South, East, West
activity Behaviors
Syllabus revisions
Behaviors-IRIS Module
Making a difference in
the lives of children and
adolescents
Using Research to
Understand Children and
Adolescents
Reading
In class
Article
Case study
Intro to
Special
Education
Services
Chapter 1
Chapter 2
Family, Culture, and
community
Biological Beginnings
Chapter 3
Physical Development
Cognitive Development:
Piaget and Vygotsky
Chapter 5
Chapter 4
6
Assignment
Chapter 6
Blog: Topic for
research paper due
EDU 544 Fall, 2013
8
Oct 9
Cognitive Development:
Cognitive Process
Intelligence
Chapter 7
Chapter 8
9
Oct 16
Guest Speaker Via Skype
10
Oct 23
Language Development
Development in the
Academic Domains
Chapter 9
Emotional Development
Learning
How to Kiss
a Frog
Chapters 13
11
Oct 30
Summary/Reflection
Blog: Topic TBA
Chapter 10
Chapter 11
12
Nov 6
Development of Self and
Social Understandings
Learning
How to Kiss
a Frog
Chapters 46
Summary/Reflection
Chapter 12
13
Nov 13
14
15
Nov 20
Nov 27
16
17
Dec 4
Dec 11
Development of
Motivation and SelfRegulation
Moral Development
Peers, Schools and Society
Web resources for
families
LAST CLASS
EXAM WEEK 11-17
7
Chapter 13
Chapter 14
Chapter 15
Journal
Reading
BLOG
Final PAPER DUE
EDU 544 Fall, 2013
Grading Policy
Assignments: Academic Writing Skills
A Microsoft word document (2007 version) must be used for all your written
work. The written work should be double-spaced and in size “12” fonts Times New
Roman with “1” margin at four sides including APA style citations and references (APA
manual, 6th Ed). Any submitted assignment that does not follow the directions will result
in a deduction of 10% of the total points. A reference list of a minimum of three sources
is a must for all assignments.
Late Assignments
Due dates for assignments are expected to be honored. There may be a 10%
deduction for each day an assignment is past due. In the event those due dates
have to
be adjusted, the instructor will announce this in class. A student who is ill or has
extenuating circumstances which will result in late submission of materials must notify
the instructor.
Examination
Take examination when they are scheduled. No makeup examinations will
be administered unless arrangements have been made with the instructor prior to
the normally scheduled examination day and time. Failure to take an examination at
the scheduled date and time will result in a zero score. Contact the instructor as soon as
possible if you must miss an exam.
Attendance/Participation Policy
Class attendance is expected for this course. In case of an unavoidable absence,
the student is responsible for obtaining class notes and arranging to make up work. An
absence does not relieve students of the responsibility to turn in an assignment on time.
Absences equal to 1/3 of the course will result in a full grade deduction. The instructor
will not provide copies of materials for missed classes without documentation of illness
or emergency. Note: Each student is expected to stay in the class until your instructor
concludes the class. If for some unavoidable matter, you have to leave the class early,
you will need your instructor’s prior approval to do so.
You are entering a profession where individual initiative and self-discipline are
essential characteristics for educators of high quality. Your instructor is assuming that
you have both of these characteristics. Each candidate is expected to attend every class,
be on time and be prepared for the class topic. Participation is a professional disposition
of collaborative leadership and a minimal expectation for the course. Any attempts to
disrupt the class learning or to distract the class members will result in your dismissal
from the class. Participation is evaluated through the following:
a) advance preparation (materials and readings) for whole-class
lecture/discussion sessions,
b) oral contribution to lectures/discussions,
c) sustained focus through in-class activities,
8
EDU 544 Fall, 2013
d) and sincere and authentic contribution to small-group tasks and
activities.
You are also expected to demonstrate positive dispositions of a teacher in
training. Any evidence of disrespect for class members, for students you work with, and
for the instructor will have a penalty. Depending on the severity of disrespect, the teacher
candidate might fail the class or asked to withdraw from the class. The instructor reserves
the right to make this decision. Your dispositions/professionalism carries points
Grading Scales
A = 90% and Up; B = 80%-89%, C = 70%-79%; D = 60%-69%; F = All below 60%
It is your responsibility to meet all of the deadlines for reading assignment and course
assignment. Assignments will be given due dates. Assignments not turned in on the designated
due dates and times will be considered late and will have points deducted. I will accept late
assignment for special circumstances.
Course Policies:
If you have a documented disability and require accommodations or modifications to
assignments, it is your responsibility to provide this information at the beginning of the semester.
The AccessAbility Services is located in the Lower Level of Health Services 185 Birch Street.
For additional information about support services provided by AccessAbility Services contact
Marianne Ciardullo at 860-465-5573.
Evaluation will include course requirements, examinations, and professionalism.
According to ESCU Policy: “Students are responsible for knowing everything that is announced,
discussed, or lectured upon in class as well as for mastering all assigned reading. It is also
expected that students will participate in class discussions and will conduct themselves as
professional educators during class sessions.
Attendance and Participation from the beginning to the end of each class are required
except in case of a documented medical or legal emergency. Three instances of tardiness and/or
early departure will equal one unexcused absence. One unexcused absence will lose your entire
attendance and participation points. According to ESCU policy, instructors may drop students
from any course with a grade of W or WF, if in their judgment, absences have been excessive.
You are expected to turn in all assignment on time. According to ESCU policy, students
are also responsible for submitting all assignments, tests, recitations, and unannounced quizzes
on time.
9
EDU 544 Fall, 2013
You are responsibility to be equipped for online learning although this is a face to face
class. Technology related problems are not an acceptable explanation for not submitting your
work on time. For technology support and issues, please call Help Desk at 1-877-725-4357or
contact webctsupport@easternct.edu
You are encouraged to use the support offered by the Academic Services Center located
on the ground floor of the Library. Tutoring, Math, Writing, and supplemental Advising
Services are available for students in the Center. For further information call 860-465-4272 or
check the ASC website at http://www.easternct.edu/asc/
A Microsoft word document (2007 version) must be used for all your written work and
all written work should be double-spaced and in size 12 fonts. Grammar, punctuation, spelling,
neatness, and format will be considered in the evaluation of all assignments. All Written
assignments need to include your name (a list of names), course number, and the title of each
assignment
All cell phones must be turned off during class. Electronic devices can be used for
academic purposes and for emergency situations.
Students are expected to read and understand Eastern’s Academic Misconduct Policy.
The University reserves the right to penalize any student whose academic conduct at any time is,
in its judgment, detrimental to the University. Such conduct shall include cases of plagiarism,
collusion, cheating, giving or receiving or offering or soliciting information in exam or
assignments. Violations should be reported to your course instructor, who will investigate and
adjudicate them according to the ESCU Honor Code and Code of Student Conduct. If the
charges are found to be true, the students may be liable for academic or disciplinary probation,
suspension, or expulsion by the University. The policy can be found in the Eastern Student
Handbook or at: http://www.easternct.edu/judicialaffairs/academicmisconduct
Students are encouraged to use the support offered by the Academic Services Center
(ASC) located on the ground floor of the Library. Advising Services and tutoring in math,
writing, and other subjects, including supplementary instruction, are available. The ASC also
offers assistance in study techniques, time management and understanding learning styles. Fall
2013 hours: Sun. 2-9; M.-Th. 9-9, Fri. 9-5. (Closed Sat.) For further information call 465-4310 or
check the ASC website at http://www.easternct.edu/asc/
**Contact the instructor immediately whether in person and/or University email, if there
are questions or concerns about any aspect of the course or any assignments. Please note that
University email is best way to contact the instructor. In the subject line of each e-mail, you
must include the course number and your name
10