I.
EDUC 6110: Adolescent Development and Learning
Department of Secondary and Middle Grades Education
Instructor:
Email: Please use Vista e-mail
Office:
Phone:
Hours:
Class Meetings:
II. Required Text:
 Slavin, R. E. (2008). Educational Psychology: Theory and
Practice with MyEducationLab
(9th Edition).Boston, MA: Allyn & Bacon.
 A Chalk and Wire account. You must purchase a Chalk and Wire account from the KSU
Bookstore.
III.
Catalog Description: (3). Pre-requisite: Admission to MAT program. An examination of the
unique aspects of, and relationships between, development, motivation, and learning theories. A
study of life span development (with an emphasis on adolescents and young adults) addresses
social, moral, emotional, physical, cognitive and psychological development. Theories, models,
and principles of learning and motivation are examined and related to development. The use of
technology in this course will include word processing, presentation applications, Internet
research, online courseware, and electronic portfolio development, and GeorgiaView Vista.
IV.
Purpose and Rationale: This course is the first professional education course leading to initial
certification through successful completion of the Master of Arts in Teaching degree at
Kennesaw State University. Study in this course is focused on the adolescent and young adult
development, motivation, and learning. The required field component of this course requires
the candidate to apply the knowledge and skills learned during observations in middle and high
school classrooms. As much as possible, candidates will also work one-on-one with adolescents in
the assigned classrooms in the role of tutor and mentor
This course will be taught in hybrid format, meaning that your time will be split between in-class learning
and online learning. It also has a field experience component that will require you to work with an
adolescent student on very specific assignments
*The MAT is labor-intensive fast-track means to earning teacher certification. It is vital to keep up with
assignments and due dates, and attend all class sessions. It is important to realize that WHAT YOU GET
OUT OF THIS CLASS IS DIRECTLY PROPORTIONAL TO WHAT YOU PUT INTO IT.
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 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.
Use of Technology: Telecommunication and information technologies are vital to the success of this
course. The teaching candidate must have a basic proficiency to be successful. During this course,
candidates are expected to utilize various media resources to support classroom and group activities relative
to the course. Candidates are encouraged to be functional in the use of library and computer research tools.
Candidates should access information resources and incorporate these into assignments and activities.
In EDUC 6120, teacher candidates will utilize:
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The basic skills and terminology needed to use a computer and the Internet
A word processing package, the standard for this class will be MS Word 2003
Ability to save MS Word 2007 (.docx) files down to Word 2003 (.doc)
Internet technologies, email, and WWW searching
Navigating and posting files to WebCT Vista
Open and navigate MS PowerPoint files
Open and view online videos (YouTube or other streaming sites)
How to open and navigate PDF files
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Various other classroom technologies
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.
V.
Course Goals and Objectives:
The general goals of the module are to develop teacher candidates who:
(a) understand current theoretical perspectives and domains of development and learning;
(b) understand research methodology and techniques used to study behavior and developmental
change;
(c) examine the physical, cognitive, emotional, and social domains of development;
(d) understand the environmental, genetic, child-rearing, cultural, economic, political, and
educational influences on development and socialization of children and youth;
(f) understand the relationship between these factors and teaching and learning;
(g) discuss the necessity for development and application of educational programs according to
developmental and learning principles examined in this course.
Fundamental to this course are the principles established by the Georgia Framework for Teaching:
Knowledge of Students: Teachers support the intellectual, social, physical, and personal
development of all students.
2.1 Believe that all students can learn.
2.2 Understand and use basic theories of learning to create productive classroom
instruction.
2.3 Communicate respect for and develop rapport with all students.
2.4 Analyze student data both independently and with colleagues.
2.5 Identify students’ stages of development, multiple intelligences, learning styles, and
areas of exceptionality and, with help, begin to develop and use a repertoire of strategies
to accommodate individual needs.
2.6 Communicate with families regarding student progress and district procedures.
The objectives for this course are aligned to:
• Kennesaw State University’s Candidate Performance Instrument (CPI) with is based on the National
Council
for Accreditation of Teacher Education (NCATE) Standards. (www.ncate.org)
• The Guiding Principles of the Georgia Framework for Teaching
(www.usg.edu/p16/initiatives/PDFs/GA_framework.pdf)
Course Objectives Revised CPI
1. Apply major theoretical perspectives and principles of development
and learning in children and adolescents advocated by such scholars as
Piaget, Vygotsky, Erikson, Kohlberg, Maslow, Gardner, and Bloom.
2. Describe how instruction and learning evolves from the study of
human growth and development.
3. Describe how genetic, health, and environmental factors influence the
process of development and learning.
4. Describe social, moral, emotional, physical, cognitive, and
physiological development and the interrelationships among these
domains as related to learners.
5. Analyze the cultural, economic, social, ecological, political and
educational influences on development.
Outcome
2.1/2.2
Standard I
NCATE
2.2.1
2.9/2.10
Standard I
2.3
Standard I
2.1
Standard I
2.1.1
2.5.1
2.2.1
3,5
2.5.1
1,4
2.3
Standard I
2.1.1.
2.3.1
1
• The National Middle Schools Association NMSA (www.nmsa.org)
Georgia
1
1,4
6. Use current technology to access research
7. Explain the impact of technology on learning.
8. Show the relationship between factors that contribute to individual
differences (including exceptionalities, diversity) to the implications for
instruction
9. Identify factors inside and outside the home, which affect successful
growth and development as related to family system theory, knowledge
of the dynamics, roles, and relationships within families and
communities.
10. Identify current issues in child development
11. Apply the knowledge and principles of human growth, development,
and learning theories when observing learners at various stages of
development.
12. Exhibit the ability to work cooperatively with peers, parents and
others.
13. Exhibit ethical standards in course work and relationships with
others,
1.4
Standard I
2.7, 2.8
Standard I
2.3
3.2.1
3,5
2.2.1
3,5
2.1.1
1
2.2
2.2, 2.3
2.3.1
1
2.1
2.1, 2.2
2.1
2.1
2.5.1
1, 2
2.2.1
1
3.2
3.3
3.3
3.4
5.7.1
5.7.1
6.3.1
7
VI. Academic Honesty:
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as
published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct
addresses the University’s policy on academic honesty, including provisions regarding plagiarism and
cheating, unauthorized access to University materials, misrepresentation/falsification of University records
or academic work, malicious removal, retention, or destruction of library materials, malicious/intentional
misuse of computer facilities and/or services, and misuse of student identification cards. Incidents of
alleged academic misconduct will be handled through the established procedures of the University
Judiciary Program, which includes either an “informal” resolution by a faculty member, resulting in a grade
adjustment, or a formal hearing procedure, which may subject a student to the Code of Conduct’s minimum
one semester suspension requirement.
VII. Attendance Policy:
The teacher candidate's on-campus attendance will be reflected in the class assignments and participation
section of the course activities. Professional conduct requires that the teacher candidate show respect for
others. This includes coming to class on time, staying for the entire class period, and collaborating with
colleagues during and outside of class. In the event of an absence, the teacher candidate is responsible for
all materials, assignments and announcements presented in class.
Reminder: Work missed due to an absence cannot be made up and work that is due cannot be turned in
unless the absence is excused. Candidates should contact their instructor the day of the absence via email
for the absence to be excused.
Note that missing one class meeting during a six-week summer session is equivalent to missing two
class meetings during the regular semester. Attendance, punctuality, and participation are expected.
If an emergency arises, contact your instructor as soon as possible.
VIII. Course Requirements and Assignments (to meet course objectives):
Evaluation and Grading:
90% - 100% Excellent
80% - 89%
Good
A
B
70% - 79%
60% - 69%
500 – 450 A
449 – 400 B
399 – 350 C
Satisfactory
Less than satisfactory
(must re-take course)
C
D
349 – 300 D
299 below F
Assignments
Online Learning Modules and Assignments
Learning Theory Chart (turn in with RPL-theory)
RPL-Learning Theory
RPL-motivation
Chapter Presentation
Research Article Presentation
Reflections
Observation 1
Observation 2
Observation Summary Presentation
Final Exam
Portfolio Narrative Rubric
Professionalism: Attendance, Participation, Collegiality
TOTAL
Points Possible
70
5
50
50
15
30
20
30
30
50
100
25
25
500
Points Earned
V.
Topics of Discussion
1.
Development of the Adolescent Learner (20%)
2.
Cognitive and Psychosocial Development (15%)
3.
Social and Moral Development (15%)
4.
Theories of Motivation (15%)
5.
Multiple Intelligences (10%)
6.
Cognitive Learning Theories (15%)
7.
Learning Theories (10%)