320 Adolescent Psychology

Fall 2017

Instructor: Steve Herr

Phone: or 731-431-1659

Email: or

Office Hours: M/W 1 - 3 pm T 8:45 – 9:30, 10:45 - 12:00 pm

Office: 280 June Buchanan Alumni Center (JBAC)

Website: ydpsteveherr.us

Kentucky Teacher Standards / Standards Addressed / ALC Student Outcomes / Student Outcomes Addressed
Demonstrates Applied Content Knowledge / X / Liberal Arts Knowledge / X
Designs and Plans Instruction / X / Communication / X
Creates and Maintains Learning Environment / X / Critical Thinking / X
Implements and Manages Instruction / X / Integration of Knowledge / X
Assesses and Communicates Learning Results / X / Personal Attributes / X
Technology / X / Moral / Ethical Standards / X
Evaluates Teaching and Learning / X / Leaders / Mission / X
Collaboration / X / Work Ethic / X
Professional Development / X / Function in Workplace / X
Leadership / X / Diversity / Global Perspective / X
Dispositions / Objectives Addressing Dispositions
Character / 1, 3,4,5,6,7,8 and 10
Capability / 1, 5 and 10
Service / 6, 7, 8 and 10
Diversity / 1, 3, 4, 5, 6, 7, 8, 9 and 10

Prerequisite: Admission to the Teacher Education Program.

Course Description: This course is an examination of the adolescent in view of modern research of mental, physical and emotional changes that occur. Interrelationships of development, adolescent interests, social consciousness, behavior and the major contexts of adolescent development are studied. Field experience hours are required.

Text: None

Course Objectives

1. To better understand how our knowledge of psychology may help us know the adolescent mind.

2. To applycore concepts and modes of inquiry in complex tasks.

3. To be able totransferknowledge and skills in new situations, to build on and use them.

4. Tocommunicateideas and incollaboratein problem solving

Course Requirements

1. Meet with the group and complete weekly scrum.

2. Complete the requirements for a 10-hour field experience.

3. Complete a review of educational terms.

4. Complete scrum journal.

5. Complete the final exam.

Teaching Methods/Technology

The class will be discussion based and research intensive. We will use the best technology available to us. The class will also include lectures, focused discussions, specific readings, research assignments, in class reviews, written summaries and cumulative evaluations.

Class Attendance Policy

Students and faculty should realize that one of the most vital aspects of a college experience is attendance and punctuality in the classroom and that the value of this experience cannot be exclusively measured by testing procedures alone. Should the occasion arise in which a faculty member is unavoidably detained for a class, students must wait a minimum of 15 minutes before leaving. If students find it necessary to miss a class, it is their responsibility to arrange with the instructor to make up all work missed. Instructors must devise their own attendance policies, have them approved by the Dean of the College, include them in the course syllabi, and explain them to students. Continuation in class for a student who misses more than 20% of class time during any one semester, whether excused or unexcused, may be possible only after consultation with the faculty member involved and Dean of the College.

Writing Across the Curriculum

This course provides a means of addressing student writing proficiency. Students will keep a journal reviewing the major class readings, class reflections and the final exam.

Cultural Diversity and Global Perspectives

The wonder of a liberal arts education is a search for the truth. In this class we will follow that wonder in all its richness and possibility, regardless of where those paths may lead us.

Some Things We’ll Consider

Is it better to be neat or messy?

What is the advantage of planning?

Who benefits from organization?

What is the advantage of delaying gratification?

If people put off doing unpleasant work, what does that tell you?

What work do you do without reward or remuneration?

How important is context?

What are the social goals of your educative tasks?

What is the value of recalling moral values?

Why do we focus on our shortcomings?

What’s the difference between your mind and your brain?

How influenced are adolescents by the group they are part of?

What role do extraneous problem solving and divided attention play in cognitive overload?

What is the difference between experience and perception?

What is the difference between tactical and cognitive experience?

To what degree do ascribe intentions to machines?

How do we identify other minds?

How do you sound like an educator?

What is the relationship between intuition and memory?

Does intense focus distract from attention?

What is the relationship between controlling attention and controlling emotion?

What’s the difference between “How do you feel about it”? and “What do you think about it”?

Which is more effective statistics or stories?

What’s the difference between a decision process being good and an outcome being good?

What is “theory-induced blindness”?

What weight to you give to unlikely events?

What is the price of “sunk costs”?

How do people value conflict?

What do major brands and major religions have in common?

How does the cosmetics industry and fashion help us transform?

Are girls comfortable with the way they look?

How do you identify yourself?

Under what circumstances do you judge someone? Attribution error.

Is it better to have a good portfolio or be the Superintendent’s daughter?

What is the importance of peer validation?

What is the problem with overestimating what we know and underestimating what we don’t know?

How do you keep an open mind?

Do you accept responsibility for your victories and blame fate for your loses?

How long will your new pleasure make you happy?

Which is a great worry a mistake or a lost opportunity?

What’s the relationship between appearance and success?

Where does courage come from?

Where does authority come from?

Is change possible?

Where do students witness accountability?

What is the balance between accountability and compassion?

Do you have a predetermined sense of what you regard?

What the relationship between charisma and performance?

What is the relationship between technical gain and moral right?

How is what’s good for the many not good for the few?

When do you follow protocol and when do you follow your judgment?

Do people multitask?

What is the value of routine and ritual?

Do you focus on near or long term goals?

The Law of the Vital Few.

Is the self something we make or something we find?

How important is it to differentiate yourself?

Wednesday August 16th

First Day of Class

Friday August 18th

Introduction

“Three Questions,” by Leo Tolstoy

Monday August 21th

Critical Thinking

Solar Eclipse Day

“Mortal Lessons,” by Richard Selzer

Wednesday August 23rd

Critical Thinking

Syllubus

Friday August 25th

Open

Monday August 28th

Sprint Planning: How do adolescents grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas. And how will you design and implement developmentally appropriate and challenging learning experiences for all of your students?

Wednesday August 30th

Daily Scrum

Madison C. Carpenter

Authors: Micki Caskey and Vincent A. Anfara, Jr.

“Developmental Characteristics of Young Adolescents”

https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/455/Developmental-Characteristics-of-Young-Adolescents.aspx

Kennedi Alexis Damron

Authors: BJ Casey- Sarah Getz- Adriana Galvan

“The Adolescent Brain- Learning Strategies and Teaching Tips”

http://spots.wustl.edu/SPOTS%20manual%20Final/SPOTS%20Manual%204%20Learning%20Strategies.pdf

Friday September 1st

Sprint Review

Monday September 4th

Labor Day - No Class

Wednesday September 6th

Open

Friday September 8th

Open

Monday September 11th

Sprint Planning: How do you design and implement developmentally appropriate and challenging learning experiences?

Wednesday September 13th

Daily Scrum

Cody Jay Gregory

“Differentiating Instruction”

Scott Willis and Larry Mann

http://www.ascd.org/publications/curriculum-update/winter2000/Differentiating-Instruction.aspx

Jordan Taylor Hodge

https://extension.psu.edu/programs/betterkidcare/early-care/tip-pages/all/applying-developmentally-appropriate-practice

Friday September 15th

Sprint Review

Monday September 18th

Sprint Planning: How do individual’s use their understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each adolescent to meet high standards?

Wednesday September 20th

Daily Scrum

Gabrielle N. Johnson

Carol Ann Tomlinson

Educational Leadership: How to Differentiate Instruction

http://www.ascd.org/publications/educational_leadership/sept00/vol58/num01/Reconcilable_Differences%C2%A2_Standards-Based_Teaching_and_Differentiation.aspx

Austin Tyrel Shrum

Jean Haar and Jerry Robicheau

“Strategies needed to create cultural inclusive learning environments”

http://www.d.umn.edu/~hrallis/professional/workshops_attended/mactefa07/multicultural_incl_env.html

Natasha B. VanDyke

Holli M. Levy

“Meeting the Needs of All Students through Differentiated Instruction: Helping Every Child Reach and Exceed Standards”

http://tccl.rit.albany.edu/knilt/images/c/c1/Di_unit_1b.pdf

Friday September 22nd

Sprint Review

Monday September 25th

Sprint Planning: How do individual’s work with others to create environments that support individual and collaborative work, and that encourages positive social interaction, active engagement in learning, and self-motivation?

Wednesday September 27th

Daily Scrum

Madison C. Carpenter

Stella Williams

“Engaging and Informing Students Through Group Work”

http://files.eric.ed.gov/fulltext/EJ932186.pdf

Kennedi Alexis Damron

Arizona department of education

"Social Skills Strategies for Parents and Teachers"

https://www.education.com/reference/article/social-strategies-parents-teachers/

Friday September 29th

Sprint Review

Monday October 2nd

Sprint Planning: How do you deal with adversity?

Wednesday October 4th

Daily Scrum

Cody Jay Gregory

Jordan Taylor Hodge

Friday October 6th

Fall Break – No Class

Monday October 9th

My Daughter is getting married – No Class

Wednesday October 11th

Sprint Planning: How do gage non-class assignments?

Friday October 13th

Daily Scrum

Gabrielle N. Johnson

Austin Tyrel Shrum

Natasha B. VanDyke

Monday October 16th

Sprint Planning: How do individual’s understand how to connect concepts and use differing perspectives to engage individuals in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues?

Wednesday October 18th

Daily Scrum

Madison C. Carpenter

Kennedi Alexis Damron

Friday October 20rd

Sprint Review

Monday October 23rd

Sprint Planning: How do individual’s understand and use multiple methods of assessment to engage adolescents in their own growth, to monitor their progress, and to guide the individual’s and adolescent’s decision making?

Wednesday October 25th

Daily Scrum

Cody Jay Gregory

Jordan Taylor Hodge

Friday October 27th

Sprint Review

Monday October 30th

Sprint Planning: How do individual’s understand and use a variety of assessment strategies to encourage individuals to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways?

Wednesday November 1st

Daily Scrum

Gabrielle N. Johnson

Austin Tyrel Shrum

Natasha B. VanDyke

Friday November 3rd

Sprint Review

Monday November 6th

Sprint Planning: How do individual’s engage in ongoing professional learning and use evidence to evaluate his/her practice, particularly the effects of his/her choices and actions on others (individuals, families, other professionals, and the community), and adapt practice to meet the needs of each adolescent?

Wednesday November 8th

Daily Scrum

Madison C. Carpenter

Kennedi Alexis Damron

Friday November 10th

Sprint Review

Monday November 13th

Sprint Planning: How do you deal with conflict?

Wednesday November 15th

Daily Scrum

Cody Jay Gregory

Jordan Taylor Hodge

Friday November 17th

Sprint Review

Monday November 20th

Sprint Planning: What is the place of gratitude in the curriculum?

Wednesday – Friday November 22-24

Thanksgiving Recess

Monday November 27th

Scrum

Gabrielle N. Johnson

Austin Tyrel Shrum

Natasha B. VanDyke

Wednesday November 29th

Sprint Review

Friday December 1st

Review

Monday – Friday December 4-8 Final Exams

Critical Thinking

Alice Lloyd College has a goal to improve the critical thinking abilities of its students. The College has adopted Paul and Elder’s (2007) definition of critical thinking, which defines critical thinking as, “the art of analyzing and evaluating thinking with a view to improving it” (p. 4).

Source: Paul, R., & Elder, L. (2007). The Miniature Guide to Critical Thinking Concepts and Tools (4th ed.). Tomales, CA: Foundation for Critical Thinking Press.

Dress Code

Alice Lloyd College has a long-standing tradition of emphasizing development of the total person and a commitment to personal and community enhancement. As members of the campus community, students are expected to dress modestly and appropriately for various occasions.

The College recognizes that “modest” or “appropriate” is often loosely defined in society at large. Therefore, the following guidelines are offered to assist students in choosing suitable dress:

Professional Day (Tuesday) Dress: Professional dress will be required of all students on central campus until 2:00 p.m. and for all convocation programs. Central campus includes all of the campus buildings with the exception of the gym, maintenance building, fitness center, and the residence halls.

Plagiarism Statement: Plagiarism is the act of using another person’s ideas or expression in your writing without acknowledging the source… In short, to plagiarize is to give the impression that you have written or thought something you have in fact borrowed from someone else. Plagiarism often carries severe penalties, ranging from failure in a course to expulsion from school.

The most blatant form of plagiarism is to repeat as your own someone else’s sentences, more or less verbatim… Other form of plagiarism include repeating someone else’s particularly apt phrase without appropriate acknowledgement, paraphrasing another person’s argument as your own, and presenting another’s line of thing as though it were your own…

Source: Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. New York Modern Language Association of America, 1988.

The Parameters

Our work must be informed by the National Association of School Psychologists (NASP), collaboration with families, the Kentucky Academic Standards (KAS), local school partners and our work with students.

This syllabus was drew on the work of:

The National Association of School Psychologists (NASP), the Kentucky Academic Standards (KAS), Gibaldi, Joseph. MLA Handbook for Writers of Research Papers, New York Modern Language Association of America, 1988, the Alice Lloyd College Handbook, the Alice Lloyd College website, letters form Dean Laffie Crum and the syllabi of previous professors.