Lake Superior State University
School of Education
Teacher Education Program
Spring 2004 TE 431
The Adolescent Learner
(3 lecture, 0 lab)
Instructor
Paulette Z. Attie, PhD
E-mail
pattie@lssu.edu
Phone
Office: 635-2028
Home: 635-3073 (in emergencies)
Office
Hours
Mondays: 2:00 P.M.- 4:00P.M
Wednesdays: 2:00P.M. – 4:00 P.M. or by appointment.
Online through WEBCT.
Office
SOE
South Hall R. 322
http://education.lssu.edu
WebCT
http://webcta.lssu.edu
1. Course Description:
The dilemmas of adolescents as they affect students in secondary schools. The course focuses on the
special needs and sensitivities of adolescents and the implications for instruction and classroom
management. Integrated technology component. Fieldwork required.
2. Course Prerequisites:
Successful completion of TE 150, TE 250, TE 301 and admission to the Teacher Education program.
3. Knowledge Base:
Part of the knowledge base for this course is the study of the adolescent learner with focus on the
following areas: the adolescent stage of development (Sternberg and Erikson); James Marcia’s
adolescent statuses; adolescent relationships with family and peers; health issues; and youth
crises. A study of classroom management strategies in secondary schools will occur as students
put together a realistic classroom management plan. Curriculum design will be a major part as
students construct a problem-based unit on an adolescent health issue or youth crisis using the
Understanding by Design curriculum model.
4. Curricular Relationship:
This course is required by Lake Superior State University for the teacher certification program.
Participants will utilize content knowledge in English in understanding and applying various
teaching methodologies to meet the learning needs of all students.
STAGE I of Curriculum Design: Desired Results
5. Course objectives aligned with MELS (Michigan Entry Level Standards):
At the end of this course, pre-service teachers will be able to:
Course Objectives:
a. understand the dilemmas of adolescence and implications for
teachers of adolescents;
b. understand the diversity that characterizes the secondary student
population vis-à-vis gender, culture, socioeconomic status, special
needs, “at-risk” etc.;
c. understand the importance of communication to work effectively
with students, parents, administrators, and faculty;
d. understand some of the legal issues in teaching especially as they
relate to classroom management;
e. develop a classroom management plan to meet secondary
students’ behavioral and learning needs;
f. identify and understand identity development, peer and family
relationships, and unique challenges that affect the secondary
student;
g. identify and understand major health issues that affect the
adolescent population;
h. develop a technology -enhanced unit plan of study that addresses
a major adolescent health issue or crisis;
i. understand the concept of preventive classroom management in
assuring an environment that promotes learning;
j. understand that instruction and classroom management tie
together; i.e., that management strategies enhance instruction and
that hands-on, active learning eliminates management crises.
k. develop an appreciation for the need to be life-long learners as a
function of changing opportunities and demands in the workplace;
l. exercise skills in reading, writing, speaking, and listening
effectively;
m. interrelate, analyze, and synthesize major theoretical constructs
in adolescent psychology;
n. develop an understanding of the tension between theory and
practice in the field experience setting
Michigan Entry Level Standards:
Standard 2: a
Standard 1 : f, g
Standard 2: g, h
Standard 5: a
Standard 4: c, d,
Standard 5: f
Standard 6: e
Standard 4: f
Standard 2: b, d, e, f, h
Standard 3: a, d
Standard 2: a
Standard 5: a
Standard 2: a
Standard 1: h
Standard 3: b, d
Standard 5: a
Standard 6: a, b
Standard 7: a
Standard 2: d, h
Standard 3: d
Standard 4: a
Standard 1: g, k
Standard 2: a, b, d, e, f, g, h
Standard 3: a, d, f
Standard 4: a, b
Standard 5: b, c, h
Standard 6: e
Standard 7: d
Standard 3: g
Standard 5: e
Standard 7: b
Standard 1: a
Standard 2: a, b
Standard 5: f, h
6. GUIDING STANDARDS
The following standards will guide the content and the instructional strategies throughout the
course:
 Michigan Entry Level Standards for Teachers – posted on WEBCT
 Educational Technology Standards (NETS)
STAGE 2 of Curriculum Design: Acceptable Evidence of having
achieved the Desired Results:
7. Course requirements and assessments:
What evidence do you need to present to demonstrate your mastery of the course objectives?
A. Field experience requirements – 12-15 hours in a secondary language arts classroom
 Field experience log
 Professional dispositions evaluation
 Field experience questions
 Option: Transitions Conference at LSSU for additional hours toward field
experience
A. Weekly reading and written assignments- texts, periodicals, and handouts – see
outline of assignments
B. A total of four, 4-page (double spaced, 12 font) papers that demonstrate your
understanding of such major adolescent issues as identity status, relationships, and
challenges in select case studies in Adolescent Portraits.
C. 1 Unit Plan
Using the Understanding by Design Unit Plan Template (available on School of Education
website: (http://education.lssu.edu), plan and develop a technology-enhanced unit plan that
addresses a major health issue or youth crisis of adolescents. Use resource websites like
ADOL and site them in the Unit Plan.
E. Classroom management philosophy and plan outline– 5-pages10-minute presentation
F. Oral Presentation of Unit Plan on major adolescent health issue or crisis. - 25 minutes
G. School of Education Content Modules in Technology: (http://ptft.merit.edu)
1. Using KidPix, create 5 paint slides to tell or “paint” a story, or create a story “flip
book” with KidPix. (Module 8)
2. Create a HyperStudio stack using the HyperStudio template (Module 8)
3. Create a student storyboard for planning a KidPix or HyperStudio presentation.
(Module 8)*
4. Create a rubric for a project-based learning activity using RUBISTAR
(http://rubistar.4teachers.org/index.php) and/or PBL checklists. (Module 4)
5. Create a student-authored webpage for a single computer in the classroom.
(Module 7)
6. Create a webpage evaluation rubric for a primary or intermediate class. Use
Loogootree Elementary West’s site for ideas. (Module 7)
7. Integrate technology in the creation of 2 forms of assessment for a K-12 unit.
(Module 5)
8. Create a WebQuest (Module 3)
H. Weekly attendance and participation/ late work
You are expected to be on time and present in class. Patterns of absenteeism and tardiness
detract from your professional dispositions as a pre-service teacher candidate and your
overall progress in this class. We meet so infrequently that I really do expect you to be at
each class session. Your grade will be lowered if you are excessively absent primarily
because if you are not in class, you cannot participate effectively in the learning community.
Active participation includes completing assigned readings, unit plan, presentations, and
actively discussing scheduled issues and topics. Your field experience work is the ultimate
means of participation; it is your opportunity to observe and practice some of the theory and
ideas presented and discussed in class.
Late work will only be accepted with serious documentation for absences. Please see or
contact me before the due date of any assignment if a grave situation will cause you to know
in advance that your work will be late.
8. Assessment:
Attendance/Participation/Professional Dispositions……..15%
Field Work …………………………………….. 10%
Written Work……………………………………40%
Unit Plan
Classroom Management Plan
4 Case Study Analyses
Oral Presentations………………………………20%
School of Education Technology Assessments….15%
Grading:
98 – 100 A+
94 – 97 A
90 – 93 A -
88 – 89 B+
84 – 87 B
80 – 83 B-
78 – 79 C+
74 – 77 C
70 – 73 C-
Please Note
 Check WebCT often.
 All course work must be either word processed or typed (except for response journals).
 Written work should follow APA Publication Manual Guidelines.
 Changes may be made to this syllabus at the discretion of the instructor.
STAGE 3 of Curriculum Design: Planning Learning Experiences
and Instruction
9.
Required Texts:
Adolescent Portraits: Identity, Relationships, and Challenges. Andrew Garrod, [et. al.], Boston,
MA. Allyn and Bacon, 2002.
Managing Secondary Classrooms: Principles and Strategies for Effective Management and
Instruction. Patricia Williams, [et.al.], Needham Heights, MA, Allyn and Bacon, 1999.
10. Resource Websites
LSSU School of Education
http://education.lssu.edu
School of Education
Required technology
assessments
Classroom Management:
1. Education World
a. Teacher resources in
classroom management
b. The Classroom Problem
Solver
c. Classroom Management
d. Motivation -“QUIA”–
Free online design of games
and puzzles using your own
content.
http://ptft.merit.edu
2. The Educator’s
Reference Desk
a. Classroom management
b. Templates for Teachers
c. Classroom Management
Profile
3. Required* technology
modules for TE Methods
classes
*School of Education
Requirement to meet
Technology Standard 7 of
the MELS.
4. Adolescent Issues
a. Adolescent Directory On
Line (ADOL)
b. Adolescent mental health
issues
c. Adolescent health risks
d. Adolescents with
disabilities
5. Adolescent Identity and
Psychosocial Development
a. Erik Erikson Stages of
Adolescent Development
b. Summary Chart: Erikson
c. James Marcia’s Identity
a. http://www.educationworld.com/a_curr/archives/
b. http://www.educationworld.com/a_curr/archives/shore.shtml
c. http://www.educationworld.com/a_curr/curr154.shtml
c. http://ss.uno.edu/ss/homepages/cmanage.html
d. http://www.quia.com/findout.html
a. http://eduref.org/cgibin/print.cgi/Resources/Teaching/Classroom_Management.html
b. http://www.educationworld.com/a_tech/tech101.shtml
c. http://education.indiana.edu/cas/tt/v1i2/what.html
Preparing Teachers for Tomorrow
a. http://ptft.merit.edu
Modules 3, 4, 5, 7, 8
a. http://education.indiana.edu/cas/adol/adol.html
b. http://education.indiana.edu/cas/adol/mental.html
c. http://education.indiana.edu/cas/adol/risk.html
d. http://inside.bard.edu/academic/specialproj/darling/adolesce.htm
a. http://psychology.about.com/library/weekly/aa091500b.htm
b. http://web.cortland.edu/andersmd/ERIK/sum.HTML
c. http://www.unm.edu/~jka/courses/archive/ident.html
Status
d. Adolescent development
notes
e. Early and Middle
Adolescent development
Table
6. Relationships
a. Teen and family issues
b. Changes in family
relationships
c. Peer groups, cliques,
crowds
d. Center for Adolescent
and family studies
d. http://www.unm.edu/~jka/courses/archive/adoles.html
e.http://eesc.orst.edu/agcomwebfile/edmat/html/ec/ec1527/ec1527.html
a. http://www.focusas.com/Resources.html#Adolescence
b. http://inside.bard.edu/academic/specialproj/darling/adolesce.htm
c. http://inside.bard.edu/academic/specialproj/darling/adolesce.htm
d. http://www.iub.edu/%7Ecafs/resource.html
10. Course Outline and Assignments
This outline of assignments may change at the discretion of the instructor.
Class Agenda/Topics
Week 1: January 14
Introduction
Syllabus
Field Experience Requirements
Adolescent development
theory/Erikson
Adolescent Identity Issues/ Marcia
Unit Plan Template
Assignment for the following week
1.Handout 431-a Middle Childhood and Adolescent Dev.
2.Handout 431-b Erikson’s psychosocial view of
development
3.Handout 431-c James Marcia’s Theory of Identity
Formation
4.Handout 431-d Questions Part I in Adolescent Portraits
5. In Adolescent Portraits, Case Study 3 “The Chances…”
6. Prepare written notes on questions in AP reading –
Handout 431-d on Case Study 3.
7. In Managing Secondary Classrooms, Chapters 1 and 13
8. p. 232 Activity 13.2 Philosophy of Classroom
Management
Brief , 2-page outline of Activity 13.3 Philosophy of
Classroom Management
Week 2: January 21
Designing a classroom management
plan: p.235
Developing a learning community
Classroom rules
Sample classroom management plan
Adolescent development
Identity Statuses
Case Study 3 small group discussion
on 431-d questions
Unit Plan Template-Backward Design
Stages I, II, III
Enduring Understandings
Essential Questions
1. In Managing Secondary Classrooms, Chapters 2, 8
Week 3: January 28
No formal class. See Assignments
from January 21.
Due: February 4
2. Written Assignment: Activity 2.2 Research one of the
Supreme Court cases on the internet. Write a 1-2 page
description of case and how it affects you in the classroom.
3. In Adolescent Portraits, read 2 Case Studies from PART I
and follow instructions on Handout 431-d for two papers.
Due February 4. (Do not choose Case Studies 3 or 7.)
4. Understanding by Design Handouts
5. Enduring Understandings Worksheet
6. Essential Questions Worksheet and InTel CD index
1. Case law research paper- 1 CASE
2. Papers on two case studies in Adolescent Portraits- Use
form 431-d for questions.
Week 4: February 4
Supreme Court Case Law
Family Rights and Privacy Act 1972
Corporal punishment
Codes of Conduct
Suspension and expulsion
Special Education students
Sexual Harassment
Search and Seizure
Censorship
Judicious Discipline
Identity Statuses in Case Studies that
you wrote about.
1. Adolescent Portraits, Case Study 7, Reflections, and
Follow –Up, pp. 86-115.
2. Prepare written notes on questions TE 431-d for Case 7.
3. Managing Secondary Classrooms, Chapters 3, 5
Preventive Management
4. Select three possible topics on adolescent health issues or
crisis for unit plan.
Week 5: February 11
Case Study 7 discussion
Preventive Management: First Days
Guest Speaker?
Unit plan topics decided
1. DUE: February 25
Unit Plan on adolescent health issue or crisis.
 Use Unit Plan Template on School of Education
website
 Use Resource websites to get started.
 Remember to use technology
 Student-centered approach
 Project-based
 Intel CD as resource
 (http://ptft.merit.edu) as resource
 all sections of template completed
2. In Managing Secondary Classrooms,, Chapter 6,
Managing Instruction
3. Written assignment: 1-2 pages. Define such terms as
Premack principle, shaping, and fading and explain how
these help or hinder learning.
Week 6: February 18 – No
formal class:
Conference
Week 7: February 25
Guest Speaker: Classroom
management
2 unit plan presentations
DUE MARCH 10:
1. Adolescent Portraits, Part II, Relationships pp.129-134
2. Choose one of the following case studies: 10, 11, 13, 14
3. In a 4-page (minimum) paper address the questions on
Handout 431-e. for one of the case studies (10, 11, 13, 14)
4. Adolescent Portraits, Read CASE STUDY 9 for class
discussion
March 3: SPRING
BREAK
Week 8: March 10
2 unit plan presentations
Discussion Case Study 9
Adolescent family relationships
Peer Relationships
Cliques, Crowds, Peers
☺☺☺☺☺☺☺☺☺☺☺☺☺☺☺☺☺☺☺
1. Adolescent Portraits, Part III. Challenges pp.249-25
2. Choose one of the following case studies: 15,17, 18
3. In a 4-page (minimum) paper, address the discuss the
particular challenges that confront the adolescents in one of
the case studies (15, 17, *18)
4. *Read Case Study 18 for class discussion.
Week 9: March 17
4 unit plan presentations
Discussion Case Study 18
Youths in Crises (Social Problems)
Week 10: March 24
4 unit plan presentations
Communication Strategies- Students,
parents, administrators, your peers
5. Managing Secondary Classrooms, Chapter 10
1. Managing Secondary Classrooms, Chapter 4
2. Work on Classroom Management Plan
3. Work on incorporating School of Education technology
assessments in unit plan.
1.Managing Secondary Classrooms, Chapters 11, 12
2. Work on Classroom Management Plan
3. Work on incorporating School of Education technology
assessments in revised unit plan.
Week 11: March 31
4 unit plan presentations
Students with Special needs
Cultural Differences
1. Work on Classroom Management Plan
2. Work on incorporating School of Education technology
assessments in revised unit plan.
Week 12: April 7
Submit Classroom management plan electronically to
WEBCT.
4 unit plan presentations
Week 13: April 14
4 unit plan presentations
Week 14: April 21
4 unit plan presentations
Collect Field Experience log,
reflection, evaluation
1. Field experience papers due April 21 or April 28.
2. Work on incorporating School of Education technology
assessments in revised unit plan.
1. Hardcopy of Revised Unit Plan due on 4/28 that
incorporates the School of Education Technology
Assessments for this course.
2. Submit revised Unit Plan template electronically.
2. Hardcopy of classroom management plan due 4/28.
3. E-pad due with School of Education technology
requirements on 4/28
Week 15: April 28
6 unit plan presentations
Wrap up
11. In compliance with Lake Superior State University policy and equal access laws,
disability-related accommodations or services are available. Students who desire such
services are to meet with the professor in a timely manner, preferably the first week of class,
to discuss their disability-related needs. Students will not receive services until they register
with the Resource Center for Students with Disabilities (RCSD). Proper registration will
enable the RCSD to verify the disability and determine reasonable academic
accommodations. RCSD is located in South Hall office 206. The telephone number is (906)
535-2454.