Sei sulla pagina 1di 10


Theory and Application

EDSC 207 Summer 2013
Instructor: Jennifer Prue (, 656-1404 Office hours based on appointment only please call ahead. E-mail is always welcome. Dates and Times of Course: 7/15/13-8/9/13 Times per class to be determined Enduring Understandings: Reflection on experience allows for deeper comprehension and meaningful application of theoretical information. Psychological and developmental factors impact learning and teaching. Inquiry, both qualitative and quantitative informs practice. Teachers are advocates. Colleagueship is the cornerstone of quality education.

Essential Questions: How might deep reflection on your adolescent experiences inform your interactions with your future students? How do teachers utilize information about adolescent development to design implement and assess curricula and student learning? How does information derived from qualitative and quantitative inquiry inform professional practice? How do teachers become advocates for their students? What does it take to be a good colleague?

Course Overview
Participants will engage in an examination of developmental and learning theories while exploring the implications of individual differences in learning and psychological adjustment. This course is designed to be a guided exploration of the subject matter, rather than a teacher-centered lecture and test experience. Emphasis will be on interactive and participatory activities within a group work format. The development of a Personal Learning Plan will begin an in-depth exploration of the concept of personalization in education, which is a cornerstone of the effective classroom. The goal of this course is to make the learning of the principles of educational psychology meaningful by relating them to their application in the classroom.

Required Texts
Course Reading Packet available at the UVM Bookstore. I recommend you have access to an APA Writing manual either in hard copy or on-line. Note: For each day of class there are required readings listed below. You are expected to bring copies of readings to class.

Class Schedule
*Prior to first face-face class meeting students will volunteer 10 hours of field time to a local organization. *Course assignments: Students will complete 2 papers prior to initial face-toface class meeting. Day One Reading: Hines Selection and Sadowski Chapter(s) Assignment: Identity Paper

Day Two: Reading: Identity Formation Chapter [2nd section of the reading packet] Reclaiming Youth Selection [1st section of the reading packet] Assignment:

Day Three: Reading: Parenting Chapters [2nd section of the reading packet] Assignment: Web-Dash Presentations PLP 1

Day Four: Reading: Chapter 2 [6th section of the reading packet] Primal Teen Selections [4th section of the reading packet] Assignment:

Day Five: Reading: Wigfield and Eccles Chapters [5th section of the reading packet] Assignment:

Day Six: Reading: Chapters 6, 7 and 9 [6th section of the reading packet] Assignment:

Day Seven: Reading: Assignment: In-class Quiz

Assignments Individual
Developmental Analysis: (25 points) The best way to understand how to use developmental information about your students effectively is to practice on yourself. You will reflectively analyze in writing your development in two connected assignments. For the purpose of this assignment it is best to organize it around the focusing issues of each unit or focusing issue discussed in class: Identity, the Family, Relationships and Social Development, Risk Taking and Cognitive Development, Cognition and Achievement and Learning (there are 6 focusing issues). Part One: 3-5 pages (5 points)

This submission is to be a short paper that describes 3 episodes from your life that exemplify experiences that contributed to your adolescent identity. The episodes can be from any time in your life including the recent past. An example might be acceptance to a particular club that cemented your identity as an athlete or the birth of a sibling that added a new role to your life. Due:

Part Two: 3-5 pages (5 points). You will use the provided rubric to discuss your development in relation to the focusing issue of identity. The paper you handed in at the beginning of class was a starter piece to be used in this submission. You must include: the written narrative component about your development, theoretical connections and an integration of the two, which is your analysis. Due: Part Three: 8-10 pages (15 points) This submission is more about you, exploring your experiences of adolescence using the focusing issues discussed in class (the family, relationships and social development, risk-taking and cognitive development, motivation and achievement, and learning) and from the perspectives of the theories and theorists we learn about in class. For example, when we discuss theories of cognitive development and achievement, you will relate those theories to your experiences and how they exemplify or defy what the experts say. You are required to reference three theories or theorists related to each focusing issue (the family, relationships and social development, risk-taking and cognitive development, cognition and achievement and learning). 1) Dont procrastinate, that means as we discuss an area of development in class, take notes and if possible outline, sketch out that portion of this assignment. 2) Organize the assignment using the unit focusing issues and related theories and theorists we cover or reference in class. You must address each focusing issue and reference at least two related theories or theorists. 3) You may begin and end the analysis at any point in your life. Two common approaches are chronological and thematic. Using a chronological approach means you could start with birth, work through seminal events in your life up to current college experiences. Alternatively, a thematic approach might look at the underlined items above and find examples of each in your life story and then connect theory to it. Due:

Theorist Matrix: (5 points) This assignment is designed to facilitate successful completion of your ROPA Entries 1, 2 and 6 in conjunction with EDSC 209 and EDSC 230 The completed matrix will

identify theoretical content covered in our class that directly addresses Principles 2 and 3 of Entry 1 and Principle 3 of ROPA Entry 2. This matrix will also help you complete ROPA 6 during your internship, so keep it somewhere safe! By completing the matrix, you will be able to reference and draw meaningful connections between what you learn about development and students you work with in EDSC 209. Due: Personal Learning Project (PLP) (20 points) Good teachers are advocates for their students. In order to be a good advocate, teachers have to stay current with the literature about issues and challenges faced by their students. This writing project is designed so you can explore a topic that interests you and represents a challenged faced by your future students. Pick a topic you are interested in exploring that you can present as an issue or challenge faced by adolescents. A few examples are: cycles of poverty, alcoholism both among teenagers and their families, teenage pregnancy, sexual abuse, depression etc. You are required to conduct research on your topic. Your final paper must include a minimum of 6 cited sources. You are to use APA, cite parenthetically and follow all APA research paper requirements that include: a title page, reference page, page numbers etc. Your paper must be typed and double-spaced using a 12-point font. Your paper must include a discussion about how advocacy connects to this topic. To do this, I expect you to explore your internship sites policies, guidance, special education etc. What services do they provide to support students challenged by the issue you are researching? How do students faced with the challenge you are researching access support? Finally, in your conclusion you must discuss how the issue you explored and advocacy efforts relate to you as a future educator. Note: Completion of this assignment will provide materials to be used in ROPA 3, which focuses on Colleagueship and Advocacy.

Each Project Must: Be a clear demonstration of: 1. Your understanding of the topic (what did you learn about the topic) 2. How it relates to adolescence 3. How it relates to advocacy 4. How it relates to you as a future teacher (the usefulness of this information). Part 1 PLP Part One: (5 points). The first PLP submission is a short paper that defines and explains your chosen topic. This submission must include a formal thesis statement, 1-2 introductory

paragraphs as well as at least 2 APA cited sources in an annotated bibliography form. Length: 2-4 pages. Due:

Part 2 Part Two: (15 points) PLP Part Two is a traditional research paper with a guiding thesis, related and cited resource information and clean, proofread writing. Your paper must thoroughly explain your chosen topic and its connections to both adolescence and education. You must reference (and include a reference page) of no less than 6 sources, and only 1 can be Internet based. Length: 8-10 pages. This paper must be written in APA, if you are not familiar with APA I can provide a tutorial ppt.

In-class Quiz: (5 points) We will cover a lot of material in our 6 1/2 days together. On our last day there will be a short in-class quiz to assess your knowledge comprehension. You will be allowed to use your notes during the quiz-so keep good ones! Due:

Assignments Group
Integrated Media Project: (35 points) This assignment is to be completed with your cohort, site-based group. There are several components of the assignment. 1. The first part of this assignment is observational. Once youre established at your internship sites as a group you must document observation of the adolescent population. This is simple and straightforward. Meet as a group and discuss the best places to observe teens in action ex: the cafeteria, the gym, the school lobby, specific classrooms etc. Try to observe in a variety of settings. 2. As a group come up with a list of behaviors, characteristics etc that you are interested in observing. Create a simple observation form or checklist. These checklists must be submitted with the completed Media Project (5 points). 3. The Integrated Media Project is designed to incorporate your technology skills and creativity with a lessons learned from your observations. These are the key components: varied media source material (movies, music, ppts, internet-based information etc), what you learned from your observations related to education and adolescence and reference to at least 2 of the focusing issues (identity, the family

etc) used to organize the course. There is to be one product per group. That means working collaboratively with your site-based team to complete the observations, organize and plan out the media project, execute that plan and create the project. This is not meant to be a simple power point with info derived from your observations (20 points). Requirements: 1. An observation form or checklist. Completed or filled out checklists from observations. 2. Your group must develop an integrated media project depicting the experience and observations you encounter. The project must integrate technologies and media sources and what you learned about teenagers from your experience with them. You must also choose at least one focusing issue related to adolescent development to organize your project. Individual group-work analysis; this self-assessment must articulate your strengths and challenges as a colleague with an analysis of what this means as an emerging professional in the field of public education. I will provide a Collaborative Skills Checklist to be completed. In addition you will write a reflective essay about your collaborative experience. The essay must be at least 3 pages, and must include specific examples that highlight your strengths and challenges as a colleague. This essay is also an artifact that can be used/included in your ROPA 3 preparation (5 points). Blackboard Check-ins: From the end of our class on until the due date of the completed product there will be required check-ins using the Blackboard Discussion Site. Prompting emails will be sent as reminders for check-ins (5 points). Final submission due date (this includes the individual requirements and the one group product): The final product can be: a Prezi, Movie etc and can be delivered on a CD, flash drive-whatever works for your group.




In-class Group Work (10 points) There are a variety of in-class, group oriented activities throughout this week; the web-dash is one for example. Performance during these activities is assessed and figured in to final grading.

Submission Policy

All assignments must be submitted in hard copy delivered to my mailbox in the Secondary Education Suite, Waterman Hall. There will be no deadline extensions. I have purposely spaced assignments out to allow for work and preparation time.

Grading Scale:
A AB+ B BC+ 95-100 92-94 88-91 85-87 82-84 78-81 C CD+ D DF 75-77 72-74 68-71 65-67 62-64 Below 62


As your instructor I have the right to increase or decrease your grade by one full letter grade based on your level of professional conduct during this course.
To me the most important thing about learning is the level of engagement and participation. What is engaged learning? It is active participation in class. It looks like all of us fostering a caring, respectful environment where everyone has value and belongs. This is a course that raises many issues explored from many different angles. There will be times when we agree with one another and times when we disagree. How we conduct ourselves during these times is of the utmost importance. You are learning to become an educator and you are a role model. How you conduct yourselves with colleagues and teachers will construct your learning environment and foreshadow your work in and out of the classroom.

1) Respect: Yourself, Others & Surroundings. 2) Be on Time 3) Open Body Language 4) Engaged Participation

Accommodations: Accommodations will be provided to eligible students with disabilities. Please obtain an accommodation letter from the ACCESS office and see one of the instructors early in the course to discuss what accommodations will be necessary. If you are unfamiliar with ACCESS, visit their website at to learn more about the services they provide. ACCESS: A-170 Living Learning Center, University of Vermont, Burlington, VT 05405. PH: 802-656-7753, TTY: call 711 (relay), Fax: 802-656-0739 Email:, Instant Messenger: UVMaccess. General office hours: 8:30am 4:30pm Monday through Friday. Call to make an appointment. Cell Phone use: Cell phones must be turned off at the start of class. If there is a need for you to keep your phone on (because you are expecting an important call, for example), talk to your instructors, and we will make an accommodation. If I need to speak to you about cell phone use more than once, participation points will be deducted.

Laptop use: Laptops are only allowed if you have an ACCESS plan that includes using a computer for note taking. There may be occasions when you are asked to bring your laptop to class for activities; we will notify you advance of such occasions. Managing your work: All assignments must be handed in hard copy on the date each is due. Assignments will be subject to a pt. deduction for every day late. It is your responsibility to manage the assignments required for this course by using this syllabus and the Blackboard site for information. Let us know if you need help at any point. Religious Observances: The official policy for excused absences for religious holidays: Students have the right to practice the religion of their choice. Each semester students should submit in writing to their instructors by the end of the second full week of classes their documented religious holiday schedule for the semester. Faculty must permit students, who miss class for the purpose of religious observance, to make up this work.