SYLLABUS

C&I 5314 Human Growth and Development II SPRING 2011 Class schedule: Monday 6:30 - 9:20 PM -- Education Bldg. #3039 Instructor: Dr. Sandra Mergen Contact: 830-935-2989 (home), 512-787-8098 (cell), smergen@txstate.edu I. II. Title: Human Growth and Development II Catalog Description: For elementary or secondary teachers, counselors, supervisors, and administrators to increase their understanding of the motivation, the developmental level, and the learning abilities of individual pupils by a direct study of individuals in the classroom; emphasis on increasing scientific knowledge of culture, self development, and self-adjustive areas of development. Course Purpose: This course is designed for pre-service and inservice educators to examine theories of development, motivation, and learning, and how these interact with their classroom experiences and personal theories of development, motivation, and learning. This course section emphasizes adolescent development. The focus of the course will be on formatting practical solutions to classroom problems through the use of classroom inquiry, teacher reflection, theory generation, course discussion, and critique of the literature and current research. Course Objectives: The performance objectives indicated below support the Pedagogy and Professional Responsibility Domains and Competencies described in the Texas Examination of Educator Standards (TExES). Following each objective in parentheses are numbers that reference specific competencies. Students in this course will: A. Design instructional strategies based on an investigation of theories that serve as the foundation for understanding student development, learning, and motivation in education. (I-001)

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B. Complete meta-cognition activities that demonstrate an understanding of contemporary issues and trends in the areas of adolescent development, motivation, and learning theory. (I-001) C. Review and assimilate research data in order to create a more informed and comprehensive analysis of the factors that affect the development, motivation, and learning of a diverse group of students. (I-002, IV-012) D. Apply theories of development, motivation, and learning to "real-life" classroom situations in order to create strategies that positively influence the motivation level of students. (I-001) E. Collaborate with colleagues about educational theory and current research in order to solve application problems and contribute to the design of course projects. (IV-012) F. Reflect through writing on the application of development, motivation, and learning theories in instruction, in relationship to their own learning, and in regard to their development as reflective decision-makers. (I-004) V. VI. Content Outline: Please review the attached "Proposed Calendar" for a listing of content covered in this course. Instructional Activities:

A. Active and positive participation in large and small group discussions B. Completion of adolescent interview C. Reading of textbook assignments and related materials D. Classroom lecture E. Completion of papers and assignments including > Motivation Case Study and presentation > Generative Theory of Learning packet and presentation > Article reading & metacognitive strategy responses VII. VIII. Field and Clinical Experiences: Interview with an adolescent Resources: See the instructor for a course bibliography Selected printed and video material University library and computer center Grading Procedures: Grades will be earned for participation and performance in individual, group, and whole-class instructional 2

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activities. Articulation, professionalism, Standard English, and neatness are extremely important in presentations and written assignments. Demonstration of professional conduct and good writing skills will be components contributing to the student's grade. Written assignments are not accepted if poor grammar and/or spelling errors appear throughout the paper. Please see three attachments regarding grades: The Assignment Checklist which describes the assignments and points available, the Overall Course Participation and Discussion Rubric, and the Small Group Participation and Discussion Rubric. Attendance also impacts grades; please see the next section (X.) below. LiveText will be the only source for some of the assignments that the instructor will give and the only means to submit some of the assignments to the instructor. To earn points for such assignments, students must use LiveText. See details in section XI Text and Materials, below. X. Attendance Policy: Since this is a highly participatory class, it is important that you are present at all meetings. Please review the specific attendance guidelines that are included with the "Proposed Calendar". Note that your attendance impacts your grade. Text and Materials Required: 1. LiveText web based software - this course requires that you buy a LiveText software CD. Buy this CD through the TxState Bookstore or from LiveText online http://college.livetext.com/college/index.html If you have already purchased a LiveText CD in a prior course, you do not need to purchase it again. Purchase the 'regular' version of LiveText; you will not need the more costly 'streaming' version. Recommended: 2. Psychology Applied to Teaching, 12th Ed., by Snowman and Biehler (2009) Boston, MA: Houghton Mifflin Co. 3. Texas Essential Knowledge and Skills (TEKS) for your subject area specialization. Download from the TEA web site: http://www.tea.state.tx.us/teks/ CI5314.1 Spring 2011 3

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4. TExES (Texas Examination of Educator Standards). Download from the SBEC web site as information on these new assessments becomes available: http://www.sbec.state.tx.us/ XII. XIII. Prerequisite: Graduate status Course Policy: A. Format for Assignments - Written assignments (papers) should follow these guidelines to receive maximum points. Papers should be created on a word processor. Papers should be double-spaced, with one (or 1&1/4) inch margins, and in 10 or 12-point type font. Proper spelling, grammar, and word choice are important and impact your grade. Written assignments are not accepted if poor grammar and/or spelling errors appear throughout the paper. LiveText will be the only source for some of the assignments that the instructor will give and the only means to submit some of the assignments to the instructor. B. Meals in the Classroom - University guidelines may prohibit food in the classroom. Please plan to have your meals elsewhere than the classroom. C. Student's Children Attending this Course - This course is not an appropriate place for your childcare. Please do not bring your children with you to class at any time. D. Late Work -Check the Assignment Checklist which lists the assignments and points available and the Grade Rubric which describes the assignments and indicates how points are earned. Credit will not be earned for assignments that are turned in after the due date without prior approval. Points (20%) will be deducted. Late work is due before the following class. E. Academic Honesty Policy - All work during evaluations, on papers or other academic activities will reflect the students own work except and unless the student is participating in an instructor assigned cooperative learning experience. Work that does not meet these guidelines will not earn points.

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F. Professional Behavior - Professional behavior is expected at all times. Common courtesy and respect for all persons is required. G. Students with Disabilities - Texas State University seeks to provide reasonable accommodations for all qualified individuals with disabilities. This University will adhere to all applicable federal, state, and local laws, regulations and guidelines with respect to providing reasonable accommodations as required to afford equal educational opportunity. It is the student's responsibility to register with Disability Support Services and to contact the faculty member in a timely manner to arrange for appropriate accommodations. H. All graduate secondary education students must have adequate writing skills to communicate content in a professional and concise manner. In addition to knowing and applying course and program content applicable to school settings, students must be proficient in their written presentations including strategies for developing ideas, citing scholarly references, writing style, wording, phrasing, and using language conventions. Students who do not demonstrate graduate level writing should expect reduced grades on assignments. Students are responsible for procuring assistance to improve their writing if they enter the program with less than graduate level skills in this area. Texas State University provides several types of professional services that students may wish to utilize including, but not limited to, services offered by the SLAC Online Writing Lab, the Grammar, Spelling, Punctuation Hotline, and the Texas State Writing Center.

*The instructor reserves the right to modify the syllabus at her discretion.

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Course Schedule and Due Dates

Below are the due dates for required course activities. Each activity is further explained in the Learning Modules. Instructions and rubrics for graded assignments are in Assignments.
Wk 1 2 3 4 Dates and Topics January 24 Course Overview January 31 Behaviorist Perspective February 7 Developmental Perspective February 14 Developmental Perspective February 21 Humanist Perspective February 28 Cognitive Perspective March 7 Cognitive Perspective Assignments Due Before Class Autobiography in small group Introduction in Small Group Journal article #1/Metacognitive Form Journal Article #2/Metacognitive Form Theory Grid Teacher Applications Chart Journal Article #3/Metacognitive Form Teacher Applications Chart Journal Article #4/Metacognitive Form Theory Grid Teacher Applications Chart Self-Study Applications Journal Article #5/Metacognitive Form Theory Grid Teacher Applications Chart Journal Article #6/Metacognitive Form Teacher Applications Chart Journal Article #7/Metacognitive Form Peer Interview About Theory of Learning Learning Video Analysis Theory Grid Teacher Applications Chart Evaluation of Generative Theory of Learning Paper SPRING BREAK Mid Term Exam Draft of Generative Theory of Learning (GTL) Project discuss in class Journal Article #8/Metacognitive Form Generative Theory of Learning Project Due Journal Article #9/Metacognitive Form Motivation Video Analysis Draft of Student Motivation Case Studies discuss in class Project Comment Forms for Generative Theory of Learning Papers discuss in class Journal Article #10/Metacognitive Form Motivation Case Study Paper and Presentation -- Discussion Adolescent Interview -- Discussion Motivation Case Study Paper and Presentation -- Due Adolescent Interview -- Due

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March 14 March 21 GTL Motivation Case Study Adolescent Interview March 28 MotivationNeeds April 4 Motivation---Goals Perspective April 11 MotivationExtrinsic and Intrinsic April 18 Motivation Case Study April 25 Projects Due May 2 Classroom Diversity

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How Your Work Will Be Evaluated

Graded Assessments and Weights
Your grade will be based on the assessments listed below. Assessments Generative theory of learning packet Motivation case study + presentation Article readings and metacognitive forms (10 @ 10pts) Group activities and discussion in class Adolescent interview Motivation video analysis Midterm and final exams (2 @ 50 pts) Total Points 100 45 100 125 25 5 100 500

A conventional grading scale will be used to determine final grades: A: 90-100% B: 80-89% C: 70-79% D: 60-69% F: <60%

Evaluation Criteria and Feedback

I will post your scores on all graded assignments listed in Course Schedule Gradebook following your submission of the assignment except for Article reading and Metacognitive forms and Discussion Forums. These will be posted weekly on PostEm and the final points posted to Course Schedule Gradebook at the end of the semester.

Discussion Forums
Discussion forums will be graded using a Discussion Rubric that is available in Resources. Your discussion grade is based on your participation for the whole semester and will be posted in the Gradebook. You will be evaluating each others participation (forms in Resources).

Midterm and Final Exams

Midterm and final exams will consist of short-answer essay questions. Exams are posted in Assessments on TRACS. Grades will be posted in the Gradebook.

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Discussion Forums
Role of Instructor
I will seldom participate in the discussions in which you will be engaging because I believe you will construct your own understandings better if I do not impose my understandings on you. I will monitor your discussion groups during class.

Late Work Policy

All assignments are due before beginning of class. In the case of emergency, students are allowed to submit one major assignment after the due date, but only with prior approval. A twenty percent grade reduction will occur. The late assignment must be submitted by the next Monday. The class discussions are conducted during class and cannot be made up.

Alignment with TExES Competencies

The assignments are intended to lead to developing skills to support the TExES test framework.

Domain I - Designing instruction and assessment to promote student learning

001-The teacher understands human developmental processes and applies this knowledge to plan instruction and ongoing assessment that motivate students and are responsive to their developmental characteristics and needs. 002-The teacher understands student diversity and knows how to plan learning experiences and design assessments that are responsive to differences among students and that promote all students' learning. 004-The teacher understands learning processes and factors that impact student learning and demonstrates this knowledge by planning effective, engaging instruction and appropriate assessments.

Domain II - Creating a positive, productive classroom environment

005-The teacher knows how to establish a classroom climate that fosters learning, equity, and excellence and uses this knowledge to create a physical and emotional environment that is safe and productive. 006-The teacher understands strategies for creating an organized and productive learning environment and for managing student behavior. 8

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Domain III - Implementing effective, responsive instruction and assessment

007-The teacher understands and applies principles and strategies for communicating effectively in varied teaching and learning contexts. 008-The teacher provides appropriate instruction that actively engages students in the learning process.

How to Submit and Post Documents

You are expected to submit your assignments to your professor on TRACS.

Communication
I plan to respond to any emails within 24 hours of when the email was sent, but cannot guarantee it. In most cases, my response to most emails should arrive no later than the end of the following day. Ill inform you in advance of any times that I may be unavailable for responses or when responses might be slow. Please indicate the class number (CI 5314.1) somewhere in the subject line of any email.

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