I.
Course Number:
Course Title:
College:
Semester:
Room:
EDUC 7703/01
Advanced Study of Adolescent Learners
Bagwell College of Education
II.
Instructor & Contact Info:
III.
IV.
Class Meeting Time: Tue
Texts:
Required:
1. Ormrod, J.E. (2009). Human Learning. 8th edition. Columbus, OH: Merrill Prentice
Hall.
2. Ormrod, J.E. & McGuire, D.J. (2007). Case Studies: Applying Educational
Psychology. Columbus, OH: Merrill Prentice Hall.
3. Additional text TBD, but should advance course objectives pertaining to critical issues,
global perspectives, and the diverse contexts of educating the adolescent learner.
Selected Journal Artlcles
V.
Catalog Course Description: EDUC 7703. 3-0-3. Prerequisite: Admission to Graduate
Education Program. This course focuses on diverse adolescent learners. Critical issues such as
theories of learning, intelligence, and motivation will be examined in diverse contexts. Special
attention will be focused on developing approaches for integrating global perspectives into
various disciplines and examining issues and problems related to the application of these
approaches in the field setting.
VI.
Purpose and Rationale:
KENNESAW STATE UNIVERSITY’S CONCEPTUAL FRAMEWORK:
Collaborative development of expertise in teaching and learning
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to
developing expertise among candidates in initial and advanced programs as teachers and leaders who
possess the capability, intent and expertise to facilitate high levels of learning in all of their students
through effective, research-based practices in classroom instruction, and who enhance the structures that
support all learning. To that end, the PTEU fosters the development of candidates as they progress
through stages of growth from novice to proficient to expert and leader. Within the PTEU conceptual
framework, expertise is viewed as a process of continued development, not an end-state. To be effective,
teachers and educational leaders must embrace the notion that teaching and learning are entwined and
1
that only through the implementation of validated practices can all students construct meaning and reach
high levels of learning. In that way, candidates are facilitators of the teaching and learning process.
Finally, the PTEU recognizes, values and demonstrates collaborative practices across the college and
university and extends collaboration to the community-at-large. Through this collaboration with
professionals in the university, the public and private schools, parents and other professional partners,
the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high levels of
learning.
Knowledge Base
Teacher development is generally recognized as a continuum that includes four phases: preservice,
induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that
the concept of expertise is central to analyzing the teaching-learning process, the teacher education
faculty at KSU believe that the concept of expertise is central to preparing effective classroom teachers
and teacher leaders. Researchers describe how during the continuum phases teachers progress from
being Novices learning to survive in classrooms toward becoming Experts who have achieved elegance
in their teaching. We, like Sternberg (1998), believe that expertise is not an end-state but a process of
continued development.
Use of Technology : Technology Standards for Educators are required by the Professional Standards
Commission. Telecommunication and information technologies will be integrated throughout the master
teacher preparation program, and all candidates must be able to use technology to improve student
learning and meet Georgia Technology Standards for Educators. During the courses, candidates will be
provided with opportunities to explore and use instructional media. They will master use of productivity
tools, such as multimedia facilities, local-net and Internet, and feel confident to design multimedia
instructional materials, and create WWW resources and utilize computer software to analyze quantitative
and qualitative data.
Field Based Activities: While completing your graduate program at Kennesaw State University, you are
required to be involved in a variety of leadership and school-based activities directed at the improvement
of teaching and learning. Appropriate activities may include, but are not limited to, attending and
presenting at professional conferences, actively serving on or chairing school-based committees,
attending PTA/school board meetings, leading or presenting professional development activities at the
school or district level, and participating in education-related community events. As you continue your
educational experiences, you are encouraged to explore every opportunity to learn by doing.
Professional Portfolio Narrative: A required element in each final portfolio for the Graduate Program is
the portfolio narrative. The purpose of the portfolio narrative is to ensure that every candidate reflects on
each of the proficiencies on the CPI with regard to what evidence the candidate has selected for his/her
portfolio. In your portfolio, you need to include a narrative which includes descriptive, analytic and
reflective writing in which you reflect on each proficiency and how you make the case that the evidence
you have selected in your portfolio supports a particular proficiency, using the Portfolio Narrative Rubric
as a guide. The narrative should be comprehensive, documenting research-based best practices.
Included in this narrative should be references to assignments you have completed throughout your
program of study. Assignments in this course should be considered as evidence when you plan your
selections for your portfolio.
Rationale for Course
The graduate student in secondary and middle grades education must develop critical-mindedness,
sensitivity, and social analysis skills to participate in shaping educational policies and to determine the
best equitable classroom practices for all students. This course will promote an analysis of multicultural
concerns and explore beliefs about global perspectives as they are related to teaching and learning. The
purpose of this course is to prepare teachers of adolescents to more effectively deal with historical and
current theoretical principles and concepts of learning, intelligence and motivation with attention to global
perspectives. The information and activities will provide a basis for a clear understanding of present
educational practice, suggesting practical application to improve classroom instruction.
2
VII.
Course Objectives:
The objectives of this course are consistent with the Kennesaw State University’s Candidate Performance
Expectations as outlined in the Master Candidate Performance Instrument. The content of the course is
organized around the three broad graduate outcomes of KSU’s Masters candidate performance
instrument (Master CPI). The specific proficiencies (to be completed by class) addressed by the
objectives are outlined below. Students will be able to:
VIII.
Course objective
Master CPI
Outcome
PSC/NCATE
Standard
2
NBPTS
Core
Proposition
1,2,3
Explain major theoretical perspectives of
learning (cognitive, developmental, social,
behavioral and information processing) and
their impact on adolescents’ learning
Examine social and psychological factors
influencing learning for adolescents and their
implications for practice
Plan, implement and evaluate instruction which
incorporates a variety of learning theories and
assessment techniques
Understand motivational processes in the
education of adolescents of diverse
backgrounds and learning styles
Understand the impact of classroom and
school climate on adolescent learning.
Design instruction which is consistent with
research based-best practice in middle schools
Analyze one’s own dispositions related to
working with diverse students and make
suggestions of how to strengthen
supportive/positive dispositions or change
negative ones.
Analyze one’s impact on student learning in
diverse classrooms and make suggestions for
enhancement and/or improvement.
Analyze and evaluate school reform
recommendations from national associations
Identify appropriate roles for teachers in
reforming/reinventing schools.
Collaborate with peers and colleagues in
evaluating teaching practices and leadership
activities in schools.
2
1,4
1.3, 1.4, 1.7
1,2
1,2,3,4
1.3, 1.4
2
1,3
1.4, 1.6, 1.7
2
1,3
1.4, 1.6, 1.7
1, 2
1,2
2, 3
1,2,3,4
1.1, 1.3, 1.4,
1.7
1.4, 1.6, 1.7
1, 2, 3
1,2,3,4
1.3, 1.4, 1.6,
1.7
3
5
1.1
3
4,5
1.4
3
4,5
1.4, 1.6
1.3, 1.4, 1.7
Policies:
Diversity: A variety of materials and instructional strategies will be employed to meet the needs of the
different learning styles of diverse learners in class. Candidates will gain knowledge as well as an
understanding of differentiated strategies and curricula for providing effective instruction and assessment
within multicultural classrooms. One element of course work is raising candidate awareness of critical
multicultural issues. A second element is to cause candidates to explore how multiple attributes of
multicultural populations influence decisions in employing specific methods and materials for every
3
student. Among these attributes are age, disability, ethnicity, family structure, gender, geographic region,
giftedness, language, race, religion, sexual orientation, and socioeconomic status. An emphasis on
cognitive style differences provides a background for the consideration of cultural context. (Confessions
Assignment)
Kennesaw State University provides program accessibility and accommodations for persons defined as
disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of
1990. A number of services are available to support students with disabilities within their academic
program. In order to make arrangements for special services, students must visit the Office of Disabled
Student Support Services (ext. 6443) and develop an individual assistance plan. In some cases,
certification of disability is required.
Please be aware there are other support/mentor groups on the campus of Kennesaw State University that
address each of the multicultural variables outlined above.
Professionalism- Academic Honesty: KSU expects that graduate students will pursue their academic
programs in an ethical, professional manner. Faculty of the M.Ed. in Adolescent Education program
abide by the policies and guidelines established by the university in their expectations for candidates’
work. Candidates are responsible for knowing and adhering to the guidelines of academic honesty as
stated in the graduate catalog. Any candidate who is found to have violated these guidelines will be
subject to disciplinary action consistent with university policy. For example, plagiarism or other violations
of the University’s Academic Honesty policies could result in a grade of “F” in the course and a formal
hearing before the Judiciary Committee.
VI.
Course Requirements and Assignments
All course requirements and assignments are planned in an effort to assist candidates to apply what they
have learned regarding learning and assessment in the middle grades classroom. The requirements for
this course are consistent with the final portfolio requirements of the Master in Education degree.
Therefore, candidates should consider these assignments as ongoing opportunities to demonstrate their
expertise in the three outcomes delineated on the Master CPI. Furthermore, the candidate may wish to
consider some or all of these assignments as potential portfolio entries.
1. Projects - (20%)
2. Videotaped Analysis of Teaching Project (40%)
Description:
Perhaps the most powerful snapshot of teaching expertise is actual teaching performance.
Consequently, videotapes of actual teaching practice in varying situations and circumstances are
essential evidence for demonstrating the development of candidate’s teaching expertise.
Videotapes offer particularly strong evidence of a teacher’s knowledge, skill, dispositions and
resulting expertise.
For this entry you will need to videotape one of your lessons. Select a lesson which you feel
represents your best teaching. You will need to complete the videotaping soon since the first
assignment related to the tape is due fairly soon (see syllabus for Videotape Lab #1). A primary
goal of this entry is to analyze effective use of learning theories and to examine dispositions
which underlie behaviors demonstrated on the videotape. The videotape will be supplemented
with written commentaries which contextualize and situate the learning and in which you analyze
the appropriateness and effectiveness of your teaching and your impact on student learning. A
sketch of the layout of the classroom, students, group etc. will also accompany this entry. Other
artifacts such as student work samples which provide evidence of the impact of the lesson on
your students should also accompany this entry.
The assignment will be divided into several parts to make it more meaningful and applicable to
your teaching. Specific directions and grading rubrics for the assignment will be provided in
class.
4
Digital video cameras provide the best quality for uploading onto the computer and for future use
in your electronic portfolio. If you do not have access to a digital camera, contact your professor
who can assist you.
The graded components of this project are as follows:
 Videotaped Analysis of Teaching (VAT) #1: Dispositions
 VAT #2: Behaviorism & Social Cognitive Learning
 VAT #3: Information Processing Theory, Metacognition, & Motivation
 VAT Presentation and Written Narrative
Please note: Rubrics and descriptions of these activities are forthcoming.
3. Final Group Presentation (20%)
Synoptic examination Curriculum, Pedagogy, and the Adolescent Learner.
I.
Find 5 articles that pertain to educating the adolescent learner 1) in the social, cultural,
political (etc.) sense, 2) in relation to pedagogy/the classroom, 3) as addressed in
schools/educational policy, 4) in relation to families/communities.
II.
Synthesize a review of these articles (much as you have done in your concept papers)
in a 6-8 page paper, APA style, with references from articles. One section of your paper
must be devoted to implications for your classroom/instruction/student learning. Again,
this is not merely a summary of articles; the nature of the article should emerge through
your review of it.
III.
Prepare a group PowerPoint Presentation in which you demonstrate connections you
have made during your research of the adolescent learner. Rather than summarize
each group members’ articles (an unweldy proposition!) the emphasis of the
presentation should be on synthesis and conceptual frameworks for understanding
curriculum, pedagogy, and the adolescent learner (personal, professional, for teaching
& learning, socio-cultural-political, policy-based, and such concepts). Presentations
should consist of a maximum of 8 slides, including the following: introduction, 34 concepts, implications for teaching and learning, conclusion, bibliography.
Please do not crowd words onto the slide and then read slides to the class.
Grades will be lowered for this unacceptable infraction.
4. Course Activities (10%)
During the study of major course topics, you will be asked participate in classroom
activities. These experiences provide us with the opportunity to share thoughts and ideas
with each other, to learn from and about other’s perspectives, and to allow time for
personal reflection. The focuses of these experiences are designed to ensure that your
attention is drawn to key elements in the readings and to encourage reflection on
aspects, which I consider important to your understanding of the content. Full credit is
given to responses that incorporate reflection, address all components of the activities,
and are completed by the assigned date. You must be present to earn these points if it is
an in-class activity. Should you arrive late, leave early, or be absent, please
remember an activity may occur that can NOT be made up.
5. Capstone Portfolios (10%)
By the end of the term, students must show they have loaded data from EDUC 7752 into their efolios and have written brief reflections for each entry.
VII. EVALUATION AND GRADING:
Projects: 20%
Videotaped Analysis of Teaching Project: 40%
Final Group Presentation: 20%
Course Activities: 10%
Capstone Portfolio: 10%
Standards:
When submitting work, please remember the following:
• secure single sheets of paper—DO NOT dogear or turn in loose sheets!!!
5
•
•
•
type/word process all assignments
No report covers or plastic sleeves
along with your name, please include the date and course # on work
ALL WORK SHOULD BE DONE IN APA FORMAT. PLEASE PROOFREAD YOUR WORK PRIOR TO
SUBMITTING. ANY WORK WHICH DOES NOT MEET PROFESSIONAL STANDARDS MAY HAVE
POINTS DEDUCTED.
Late or Missing Work: Late work will not be accepted without prior arrangement with me.
Grading Scale:
93% - 100% = A
85 % - 92 % = B
77 % - 84% = C
69 % - 76 % = D
Below 69 % = F
VIII.
ATTENDANCE POLICY:
Students should make every effort to attend every class. Excessive absences (more than 2) will result in
a mandatory conference with me and possibly a lower grade. You must email me beforehand if you
will be absent from class. We will be learning how to evaluate our own learning and will be providing
feedback to each other. Class discussions, group work, peer evaluation activities require that everyone
be present. You must be present on dates when presentations are due!
Habitual tardiness will result in a conference with me.
6
Date
Topic
Class Activity
Readings
Assignment
Due
January 8
Introduction to
EDUC 7703:
Advanced
Studies of the
Adolescent
Learner
Introductions, course syllabi,
review of Master Level Candidate
Performance Expectations and
alignment with course goals,
assignments and requirements.
Review M.Ed. CPI
Web quest for resources
Assign Videotaped Analysis of
Teaching;
Assign Curriculum & Pedagogy
Project
January 15
Learning and
the Brain
Discuss Reading: Human
Learning and the Adolescent
Brain, Characteristics of
Adolescent Learners.
Ormrod, p. 18, 18-28
Writing the
Self 1: 1)
Identify the
learning
moments; 2)
return to them
and 3) analyze
as adult
learners. 3-5
pages.
Ormrod,
Chapter 3
Assignment
Due:
Videotaped
Analysis of
Teaching
Revisit EDUC 7700 CPI
Standards Grid Activity; update
Case Study: Ormrod
January 22
Behaviorist
Views of
Learning
Discuss Reading: Behaviorist
Views of Learning- Radical
Behaviorism, Classical and
Operant
Analyze videos for VAT 1
preparation
January 29
Behaviorist,
Continued
Discuss Readings:Behaviorist
views continue- Programmed
Instruction, Mastery Learning,
Use of A-B-C- Model of applied
behavior analysis and shapingUse of reinforcement &
punishment.
Ormrod,
Chapter 4
Analyze videos for VAT 1
preparation
Case Study: Ormrod
February 5
Lab: Videotape Analysis of
Teaching (VAT)
VAT #1: Dispositions
VAT #1:
Dispositions
Due
7
February 12
Social
Cognitive/Cog
nitive Views of
Learning
Social Cognitive Views of
Learning
Ormrod,
Chapters 6 &
7
Discuss Readings: Piaget,
Vygotsky and Introduction to
Cognitive Views of Learning;
Analyze videos for VAT 2
preparation
Case Study
February 19
Information
Processing
Theory
Discuss Selected Readings:
Information processing and basic
components of memory
Ormrod, Ch
8-10
Writing the
Self 2: Write
about special
places that
have informed
your identity.
Ormrod, Ch
12 & 15
VAT #2 Due
Guest lecturer: Dr. Nita Paris
Februray 26
Metacognition
& Motivation
Analyze videos for VAT 2
preparation
Discuss Readings:
Metacognition, Self-Regulated
Learning, and Study Strategies;
Motivation/Cognitive Factors
VAT #2 Lab: Behaviorism &
Social Cognitive
March 3-7
Spring Break: Last day to w/d w/out academic penalty: March 10
March 11
Critical issues
in Curriculum
& Pedagogy
Analyze videos for VAT 3
preparation;
Selected
readings
Teaching and learning in context
March 18
Critical issues
in Curriculum
& Pedagogy
March 25
April 1
Case Study
Analyze videos for VAT 3
preparation;
Selected
readings
Writing the
Self 3: Write
about
something you
do well. How
did you learn
it? What did
you modify to
improve? Etc.
Selected
readings
VAT # 3 Due
Selected
Readings:
Writing the
Self 4: Write
about your
classroom from
Diversity issues in teaching
VAT Lab # 3: Info Processing
Theory, Metacog, Motivation
Critical issues
in Curriculum
& Pedagogy
Ability issues in teaching
Case Study
April 8
Critical
Issues in
Curriculum &
Video Analysis Lab: Prepare for
presentation
Compare teaching video with CPI
8
Pedagogy
Standards Grid; reflect.
the perspective
of a student.
Upload assignments and
reflections to Capstone Portfolio
Video Analysis of Teaching
Presentations
April 15
VAT
Narratives
Due;
Video
Analysis of
Teaching
Presentations
April 22
Last Day of
Class
Finish Video Analysis of Teaching Presentations; Finish
Uploading assignments and reflections to Capstone Portfolio
IX. References and additional readings
Ausubel, D. (1968). Educational Psychology: A Cognitive View. NY: Holt, Rinehart and Winston.
Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall.
Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood
Cliffs, NJ: Prentice-Hall.
Bruner, J. (1960). The Process of Education. NY: Random House.
Dewey, J. (1916). Democracy and Education. NY: MacMillan.
Gagne, E. (1985). The Cognitive Psychology of School Learning. Boston: Little Brown and Co.
Gagne, R. M. (1985). The Conditions of Learning. Fort Worth: Holt, Rinehart, and Winston.
Piaget, J. (1952). The Origins of Human Intelligence. NY: International Universities Press.
Skinner, B.F. (1954). The science of learning and the art of teaching. Harvard Educational Review, 24, 8697.
Thorndike, R.L. & Hagen, E. (1961). Measurement and Evaluation in Psychology and Education. (2nd ed.).
NY: John Wiley and Sons.
Gardner, H. (1991). The Unschooled Mind. NY: Basic Books.
George, P.S., McEwin, C. K., & Jenkins, J. M. (2000)
Harcourt College
Grant, C.A. (1994).
The Exemplary High School.
Orlando, FL:
Publishers.
Best practices in teacher preparation for urban schools:
Lessons from the
9
multicultural teacher
education literature. Action in Teacher Education, 16(3), 1-18.
Herman, J.H., Aschbacher, P.R., & Winters, L. (1992). A Practical Guide to Alternative Assessment.
Alexandria, VA:
ASCD.
Kubiszyn, T., & Borich, G. (1993). Educational Testing and Measurement. (4th ed.)., NY: Harper
Collins.
10