COURSE SYLLABUS
CI – 3920-101
TEACHING YOUNG ADOLESCENTS
Appalachian State University – Spring Semester, 2006
Two Semester Hours
Wednesdays, 8:00 – 9:50 p.m. (or as indicated on syllabus)
Meeting Site: Room 109, Edwin Duncan Hall, ASU Campus
http://www.fd.appstate.edu/smith_f02/
Instructor: Dr. Tracy W. Smith Office: 202E Duncan Hall
Home Telephone: (828) 268-0222 FAX: (828) 262-2686
Office Telephone: (828) 262-2274
Hours: As posted and by appointment
E-Mail:
Mailing Address: Department of Curriculum and Instruction
PO Box 32047
Boone, NC 28608
COURSE DESCRIPTION
Prospective middle level teachers learn about the educational implications of the developmental period of early adolescence. The focus is on applying what is known about this age group to models of effective teaching, learning, and schooling. An emphasis is also placed on roles of middle grades teachers in promoting the healthy development of young adolescents.
MAJOR COURSE TOPICS:
The following topics will be emphasized in this course:
Young Adolescent Identity Development, including:
▪ Physical, Social, Emotional, Intellectual, and Moral Development
▪ Development in Social and Cultural Contexts
▪ Development in Changing Family Settings
▪ Diversity Within Groups and Individuals
Implications of Young Adolescent Development for:
Curriculum Design and Implementation
Instructional Planning and Development
School Environment
Teacher Roles and Relationships
Working with Family and Community Members
Teaching Exceptional Young Adolescents
COURSE OBJECTIVES
The objectives for this course are based on ASU’s Middle Grades Program Standards. Please review the complete Standards document to become familiar with the examples of knowledge, dispositions, and performances indicators for each standard.
Standard 1. Young Adolescent Development
Middle grades teachers understand the major concepts, principles, theories, and research related to young adolescent development and provide opportunities that support student development and learning.
Standard 7. Family and Community Involvement
Middle grades teachers understand the major concepts, principles, theories, and research related to working collaboratively with family and community members and use that knowledge to promote student learning.
Standard 10. Diversity
Middle grades teachers understand the major concepts, legislation, principles, theories, and research related to diversity and use that knowledge to provide an equitable education that models acceptance, provides appropriate learning experiences, and advocates for all young adolescents.
Writing Designation
This course requires a significant amount of writing and therefore is a writing (“W”) designated course. This means that you will be doing a substantial amount of writing and receiving feedback about ways to improve your written communication skills.
REQUIRED TEXTS
Sadowski, M. (Ed.). (2003). Adolescents at school: Perspectives on youth, identity, and education. Cambridge, MA: Harvard Education Press.
Stevenson, C. (2002). Teaching Ten to Fourteen Year Olds (3rd ed.). Boston: Allyn & Bacon.
Van Hoose, J., Strahan, D., & L’Esperance, M. (2001). Promoting harmony: Young adolescent development and school practices. Westerville, OH: National Middle School Association.
Other readings as assigned (Some of your readings are available through the library’s electronic reserves system [http://www.library.appstate.edu/reserves/]. For these readings, you will need to read the text and print a copy to bring to class with you. I have made a paper copy available of these materials available on reserve in the library.)
Texts for Literature Circles will be discussed in class and will be available in the University bookstore, the Book Warehouse, or an online bookstore in a few weeks.
SUPPLEMENTAL TEXTS
George, P.S., & Alexander, W.M. (1993). The exemplary middle school (3rd ed.). Fort Worth, TX: Harcourt Brace Jovanovich College Publishers.
Stevenson, C. (2002). Teaching Ten to Fourteen Year Olds (3rd ed.). Boston: Allyn & Bacon.
This We Believe: Successful Schools for Young Adolescents. National Middle School Association, 2003.
COURSE REQUIREMENTS
1. DAILY ASSIGNMENTS: Teacher candidates will be responsible for all class readings and assignments (i.e., bookmarking, double-entry journals). Since this class is highly dependent on participant interaction regarding knowledge, performances, and dispositions, being present and prepared for class is a critical condition for success in the class. The course syllabus or other handouts will often detail topics for class discussion and specific, related assignments.
2. PROFESSIONAL PROFILE INTRODUCTION TO STUDENTS AND FAMILIES: Teacher candidates will develop a document introducing themselves to their students and families. The letters should include a welcome, information about teaching approaches and expectations, and other items we will discuss in class. Using a program such as Microsoft Publisher will allow teacher candidates to include graphics and photographs that will make the document more appealing and inviting to students and families. A sample will be provided.
3. YOUNG ADOLESCENT ADVOCACY PROJECT: For this assignment, teacher candidates will choose a group of young adolescent learners to research. As prospective middle level teachers, you may be interested in learning more about how issues of race, class, gender, ethnicity/culture, sexuality, language, or physical and/or cognitive ability affect student learning and identity development during young adolescence. This project will give you an opportunity to conduct independent research on a topic of interest (i.e., young adolescent Hispanic girls, sexual minority youth) and to investigate the implications for responsive practice in the middle level school. More details about this assignment will be provided in class.
4. LITERATURE CIRCLES: Students will be reading a book in a collaborative group. Students will develop schedules and alternate roles and perspectives in their groups. Near the end of the course, each group will present information about the book and its implications for the young adolescent learner to the class. Each student will keep a double-entry journal and will write responses to questions about the process/strategy following each group meeting. A final narrative reflection will also be due when the group has finished discussing the book. Reflections will focus on content and process. Additional information for this assignment will be provided in class.
5. EXHIBITION-QUALITY STANDARDS-BASED PORTFOLIO ARTIFACTS and RATIONALE-REFLECTIONS: In lieu of a final written exam, teacher candidates will be asked to submit three artifacts that demonstrate their competence and mastery of the major standards for this course (Standards 1, 7, and 10). In class, we will discuss a range of possibilities for demonstrating knowledge, performances, and dispositions related to each standard. While each teacher candidate’s approach to this assignment can and should be unique, it is recommended that each person schedule a conference with me prior to making a final decision about the artifacts that are to be submitted for exhibition. Each artifact with its rationale-reflection will be worth 5 points of the final course grade – for a total of 15 points.
COURSE ASSIGNMENTS AND WEIGHT
Assignment / WeightDaily Assignments/Participation/Attendance / 15 %
Professional Profile Introduction
(emphasis on Standard 7) / 15 %
Young Adolescent Advocacy Project
(emphasis on Standards 1, 10) / 25 %
Literature Circle Presentation and Related Assignments
(emphasis on Standards 1, 7, 10 – varies by text) / 30 %
Exhibition-Quality Standards-Based Portfolio Artifacts with Rationale-Reflections / 15 %
TOTAL / 100 %
EVALUATION AND GRADING
A = 93-100%
B = 86-92%
C = 79-85%
F = Below 79%
TENTATIVE COURSE CALENDAR
Date / Topic / Assignment Due1/11
8:00-9:50 / Brief introductions
Discussion of syllabus/Course Overview
Discussion of CI 3900/3910/3920 Formats
North Carolina Middle School Conference (March 13-14) For information: http://www.ncmsa.net /
Purchase Textbooks
Homework: Reading and accompanying Day 2 reading activities1/18 /
Young Adolescent Identity: Multiple Perspectives and Approaches
▪ Young Adolescent Identity Development▪ Characteristics of Young Adolescents
▪ Implications for Developmentally Appropriate Practice / Required Reading:
▪ “Why Identity Matters at School” by Michael Sadowski (chapter in AAS)
▪ Promoting Harmony: Young Adolescent Development and School Practices (entire book)
▪ Chapter 4, Teaching Ten to Fourteen Year Olds
DUE: Reading Activities/Assignments for these readings as indicated on handout
Homework: Reading and accompanying Day 3 reading activities
1/25 /
Young Adolescent Identity: Multiple Perspectives and Approaches (continued)
▪ Young Adolescent Identity Development▪ Characteristics of Young Adolescents
▪ Implications for Developmentally Appropriate Practice
/ Required Reading:
▪ “Celebrating and Building Upon the Diverse Characteristics and Needs of Young Adolescents” (available via paper and electronic reserves in library)
▪ “Identity and Possibility: Adolescent Development and the Potential of Schools” by Michael Nakkula (chapter in AAS)
DUE: Reading Activities/Assignments for these readings as indicated on handout
Homework: Reading and accompanying Day 3 reading activities
2/1 / Young Adolescent Identity: Issues of Ethnicity
Sharing ideas for Professional Profile Introduction / Required Reading:
▪ “Model Minorities and Perpetual Foreigners: The Impact of Stereotyping on Asian American Students” by Stacey J. Lee (chapter in AAS)
▪ “Joaquín’s Dilemma: Understanding the Link between Racial Identity and School-Related Behaviors” by Pedro A. Noguera (chapter in AAS)
DUE: Reading Activities/Assignments for these readings as indicated on handout
Homework: Professional Profile Introduction to Students and Families
2/8 / Young Adolescent Identity: Gender Differences
Book Talks for Literature Circle Texts
Sign up for Literature Circle Texts / Required Reading:
▪ “Who Am I As a Learner? Would Girls and Boys Tend to Answer Differently?” by Michelle Galley (chapter in AAS)
DUE: Professional Profile Introduction to Students and Families
2/15 / Young Adolescent Identity: Issues of Sexuality
Explanation of Young Adolescent Advocacy Project / Required Reading:
▪ “I Am Not Insane; I Am Angry: Adolescent Masculinity, Homophobia, and Violence” by Michael S. Kimmel (chapter in AAS)
▪ “Growing Up in the Shadows: School and the Identity Development of Sexual Minority Youth” by Michael Sadowski (chapter in AAS)
Make arrangements to get literature circle text by March 1.
2/22 / Young Adolescent Identity: Issues of Ability
Introduce Literature Circles Strategy / Required Reading:
▪ “The Impact of Disability on Adolescent Identity” by Michael L. Wehmeyer (chapter in AAS)
Homework: Choose topic and begin research on Young Adolescent Advocacy Project
3/1 / Literature Circles Meeting 1
Discussion/sharing of young adolescent advocacy project ideas / Bring Literature Circles Text to Class
DUE: Draft of plan and working documents for YA Advocacy Project, Literature Circles Reading, Role Preparation, and Double-entry journals
Homework: Literature Circles Reading and Role Preparation, Young Adolescent Advocacy Project Proposal to share with peers
3/8 / Literature Circles Meeting 2
Peer review of advocacy projects/ideas / DUE: Literature Circles Reading, Role Preparation, and Double-entry Journals
Homework: Literature Circles Reading and Role Preparation
3/13-14 / North Carolina Middle School Conference, Greensboro, NC / SPRING BREAK
3/15 / SPRING BREAK
3/22 / Literature Circles Meeting 3 / DUE: Literature Circles Reading and Role Preparation
Homework: Literature Circles Reading and Role Preparation
3/29 / Literature Circles Meeting 4/Planning for Literature Circles Presentations
Peer review of advocacy projects / DUE: Final Meeting Reflection (handout) due at end of class
Homework: Prepare for Literature Circles Presentations; meet with group as needed
4/5 / Literature Circles Presentations / DUE: Literature Circle Presentations, Group 1; Literature Circle Final Narrative Reflection due on day of presentation
4/10* / Note Day Change (Monday meeting this week)
Literature Circle Presentations / DUE: Literature Circle Presentations, Group 2; Literature Circle Final Narrative Reflection due on day of presentation
Homework: Finish Young Adolescent Advocacy Projects
4/19 / Young Adolescent Advocacy Projects Roundtable Presentations / DUE: Young Adolescent Advocacy Projects
Homework: Rationale-Reflections
4/26 / Appointments with professor, turn in Rationale-Reflections / DUE: Rationale-Reflections
4/28* / Exam: Portfolio Artifact Exhibition (9:00.-11:30 a.m.) / Attend Portfolio Exhibition for this semester’s student teachers; location TBA
METHODS OF INSTRUCTION
The instructor will integrate strategies such as lecture, small group discussions, team teaching, literature circles, seminars, double-entry journaling, and guest lecturers. Throughout this course, students will be expected to work as collaborative groups to investigate current research about characteristics of young adolescents and appropriate strategies for teaching them and report this research to the rest of the group.
ATTENDANCE POLICY (Please read carefully.)
Students are required to attend all class meetings. One absence during the semester will be excused. Beyond the first absence, two points will be deducted from the course grade for each additional absence. Students should not schedule personal appointments or plan to work during class time. Two tardies to class equal an absence, unless the student misses more than half the class. If a student misses more than half of a class session, the student will be counted absent for that class session.
ADVERSE WEATHER
In the event that classes are delay or cancelled due to inclement weather, a recorded message announcing a change in normal operation will be available at (828)262-SNOW. Students will also be notified via Campus Pipeline’s personal announcement system, and information will be posted on the University’s web page (www.appstate.edu). If our class has to be cancelled, but the University is open, we will use our class telephone tree and our class listserv to notify class members of the change. Your assignment will also be distributed on the class listserv.
ASSIGNMENTS (Please read carefully.)
All assignments (readings, writings, etc.) are due at the beginning of class on the specified date. I DO NOT accept late assignments. Unless otherwise specified, homework that is to be turned in should be typed in 12-point font, with a complete heading (name, date, course number, and name of assignment).
STATEMENT OF ACADEMIC INTEGRITY
It is the responsibility of every student to abide by the Code of Academic Integrity. It is also the formal responsibility of the instructional faculty to maintain academic honesty and integrity. Commitment to academic integrity is inherent in the policies of the institution.
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