(EDI 635) Development and Needs of Adolescents (GTC)
Syllabus of Record
Catalog Description: This course addresses the impact on teaching of student
development, needs and characteristics (cognitive, social, physical, emotional, and
character); how family, peers, and society influence students; and the application of
developmental and learning theories to school structure, classroom management, and
teaching and learning activities.
Unit Mission, Philosophy, Values:
Our Mission:
“Teaching, Leading and Learning in a Democratic Society”
The College of Education prepares candidates who enhance the individual growth of their
students while working to establish policies and practices that promote the principles of
democratic education. The College articulates this mission as Teaching, Leading, and
Learning in a Democratic Society.
Philosophy:
Student Potential, Ethical Implications
Believing that schools function as social and political entities as well as for the growth of
individuals, the College of Education prepares teachers and leaders
a) to enhance the academic and personal potential of their students
b) to evaluate the social and ethical implications of educational policies and practices.
Values:
“Expertise, Equity, Liberal Education, Social Responsibility”
The College of Education values expertise to guide our practice, equity to guide our
interactions, liberal education to guide our perspectives, and social responsibility to guide
our commitment to democratic education. We value these ideals in our preparation of
candidates, our development of faculty, and our relationships with the larger community we
serve.
Unit and Program Standards:
Unit Standards: Michigan Department of Education (MDE), National Council for the
Accreditation of Teacher Education (NCATE)
Initial Program Standards: Interstate New Teacher Assessment Support Consortium
(INTASC)
Course Standards and Assessments:
INTASC Standard #2: The teacher understands how children learn and develop, and can
provide learning opportunities that support their intellectual, social and personal
development.
Knowledge
2.K.1 The teacher understands how learning occurs-how students construct knowledge,
acquire skills, and develop habits of mind-and knows how to use instructional strategies that
promote student learning.
2.K.2 The teacher understands that students’ physical, social, emotional, moral and
cognitive development influence learning and knows how to address these factors when
making instructional decisions.
2.K.3 The teacher is aware of expected developmental progressions and ranges of individual
variation within each domain (physical, social, emotional, moral and cognitive), can identify
levels of readiness in learning, and understands how development in any one domain may
affect the performance in others.
Dispositions
2.D.1 The teacher appreciates individual variation within each area of development, shows
respect for the diverse talents of learners, and is committed to help them develop selfconfidence and competence.
2.D.2 The teacher is disposed to use students’ strengths as a basis for growth, and their
errors as an opportunity for learning.
Performances
2.P.1 The teacher assess individual and group performance in order to design instruction
that meets learners’ current needs in each domain (cognitive, social, emotional, moral, and
physical) and that leads to the next level of development.
2.P.2 The teacher stimulates student reflection on prior knowledge and links new ideas to
already familiar ideas, making connections to students’ experiences, providing opportunities
for active engagement, manipulation, and the testing of ideas and materials, and
encouraging students to assume responsibility for shaping their learning tasks.
2.P.3 The teacher accesses students’ thinking and experiences as a basis for instructional
activities by, for example, encouraging discussion, listening and responding to group
interaction, and eliciting samples of student thinking orally and in writing.
Common Course Assessment: Adolescent Research Project
Major Topics:
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Perspectives and adolescence
Puberty and biology
Cognitive growth and education
Identity and socio-emotional development
Family relationships
Peers and youth culture
Teenage sexuality
Problem behaviors and interventions
Course Knowledge Base:
Duffy, Karen G. (2004). Adolescent Psychology. (4th ed.). Dubuque, IO: Mc Graw-Hill
Knowledge BaseArmstrong, T. (1994). Multiple Intelligences in the Classroom.
Alexandria, VA: Association of Supervision and Curriculum Development.
Bruer, J.T. (1999). In search of brain-based education. Phi Delta Kappan. 80(9), 649-657.
Caine, R. N. & Caine, G. (1994). Making connections: Teaching and the human brain. Menlo
Park, CA: Addison-Wesley.
Dubas, J.S., Garber, J.A., & Peterson, A.C. (1991). The effects of pubertal development on
achievement during adolescence. American Journal of Education. 99(4), 444-458.
Dunn, R. (1995). Strategies for educating diverse learners. Fastback 384. Bloomington, IN:
Phi Delta Kappa Educational Foundation.
Eccles, J.S., Midgley, D., Wigtield, A., Buchanan, C.M., Reuan, D., Flanahan, C., & Maclver,
D. (1993). Development during adolescence: the impact of stage-environment fit in
young adolescents’ experiences in schools and in families. American Psychologies,
48, 90-101.
Elkind, D. (1978). All grown up and no place to go: Teenagers in crisis. Reading, MA:
Addison-Wesley.
Fitzgerald, R. (1996). Brain-compatible teaching in a block schedule. School Administrators,.
53(8), 20-21, 24.
Gardner, H. (1996). Multiple intelligences: myths and messages. International Schools
Journal. 15(2), 8-22.
Goodlad, J., Soder, R., & Sirotnik, K. (Eds.). (1990). The moral dimensions of teaching. San
Francisco: Jossey-Bass.
Laziar, D. G. (1992). Teaching for multiple intelligences. Bloomington, IN: Phi Delta Kappa
Educational Foundation.
Marzano, R.J. (1992). A different kind of classroom: Teaching with dimensions of learning.
Alexandria, VA: Association of Supervision and Curriculum Development.
Schurr, S.L. (1995). Prescriptions for success in heterogeneous classrooms. Columbus, OH:
National Middle Schools Association.
Stinberg, L. (1996). Beyond the classroom: Why school reform has failed and what parents
need to do. New York: Simon & Schuster.
Vaughn, S., Bos, C. S. Schumm, S. (1997). Teaching mainstreamed, diverse, and at risk
students in the general education classroom. Needham Heights, JA: Allyn & Bacon.
Walker, H. (1998). First steps to prevent antisocial behavior. Teaching Exceptional
Children. 30(4), 17-19.