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Phone: 543-4011 Email: cindajoh@u.washington.edu Office hour: by appointment |
Office: Miller 322 Phone: 616-6378 Email: sunolen@u.washington.edu Office hour: Tu/Th 11:30-12:00 (& by appointment) |
Office: Miller 102 Phone: 543-1827 Email: chb2@u.washington.edu Office hour: Tu/Th 11:30-12:00 |
For reading and assignment schedule, click
here.
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In order to teach effectively, you must get to know your students. Part of that understanding comes from a knowledge of typical adolescent development and the environmental, cultural, and societal influences on development. You must also be familiar with the signs and implications of atypical development; be knowledgeable about when, how, and who to ask for assistance; and be able to adapt instruction, curriculum, and/or assessments to meet the needs of individual students. This course is designed to provide an overview of physical, cognitive, and social development of adolescents. We will discuss how differences in development, gender, ethnicity and culture (and the social interpretation of those differences) may affect adolescents in school, and the resources and strategies that are available to middle and high school teachers to facilitate the success of all students in general education classrooms.
Positive learning environments are essential to effective teaching. In this course, we will use the knowledge of typical and atypical adolescent development to understand student motivations and behaviors, and to develop plans for developing communities of learners that can support the learning of all students.
Case study #1: Students in context. You will collect and analyze data on two students: one identified special education student and one not receiving special education services. During the winter field experience (February 3 -14 and/or 24 - 28), you will shadow each of the students for an entire school day, observing differences between and within students in different classroom environments, lunchroom, and hallway. You will analyze your data using theories of development and individual differences in contexts. For directions and links to examples, click here. Case study due April 1 (first class of spring quarter). Last day for rewrites of case study #1: Thursday, April 24.
Case study #2: Your own classroom management. During the spring field experience, you will collect data on your own classroom management approach. This should include personal reflection and observation, peer observation (see #3 below), and cooperating teacher and/or university supervisor feedback. You will analyze your approach using the readings on classroom management and adolescent development, critique your own effectiveness, and set goals for your own future development in this area. For directions and links to examples, click here. Case study due June 5th (last class meeting, spring quarter).
Case study #3: Your own adapted instruction. During the spring field experience segment (April 28 through May 23), you will adapt and teach a lesson to an individual or small group, or adapt a lesson for a diverse group. A TEP student colleague will observe you during the lesson and provide feedback (including classroom management feedback, see #2 above). You will write a case study of your own teaching, analyzing it using literature on development and adaptations, and assessing the efficacy of your adaptation, including evidence of student learning. For directions and links to examples, click here. Case study due June 9th (Monday of finals week, spring quarter).
4. You will produce a 1-2 page mini-case of classroom management and brief description of discipline approach, to be used in our classroom discussions of classroom management. Minicases due March 8. For directions and examples, click here. 3. You will carry out three case studies for this course. For examples, click here. Rewrites are possible for case study #1. If case study #2 and #3 are handed in early, rewrites are possible as well, but time is short. We are happy to provide feedback at any point in the process, and will look at rough drafts on request.
5. You and your home group will produce a list of classroom management issues you would like to address in class. Brainstorm an exhaustive list, then identify the 5 or 6 you are most interested in discussing. Turn in both lists (one set per group). Due March 6.
6. Self-evaluation. We expect you to participate in this class by doing the readings, adding your voice to discussions, listening actively in discussions, participating in a face-to-face or virtual home group meetings, and being an active critical friend. Reflect on the quality of your participation (you may want to elicit feedback from your group members). Write a note (2 page maximum) summarizing your participation (including examples) and give yourself a score (0 - 4.0). This will be your real score. Due June 9, 2003.
Course grades will be based on the assignments above. Weighting is as follows:
| Assignment | weight | score | |
| Case study #1 | X .30 | = | |
| Case study #2 | X .25 | = | |
| Case study #3 | X .25 | = | |
| Mini-case | X .05 | = | |
| CM issues list | X .05 | = | |
| Self-evaluation | X .10 | = | |
| *********** | |||
| Final grade | SUM |
Papers handed in on time will be returned in one week, barring disaster. Late papers will be returned as we have time to read them. The last day to hand in Case study #1 or its revision is April 24. The last day to hand in other written work is June 5, except for Case study #3 (Adapted instruction), which is due June 7. Note that if you hand #2 and #3 in on the due date, there is no time for revision. If you want a chance to revise, you'll need to hand these case studies in by May 30.
NOTE: The only exceptions to the "last day" policy are in case of: major illness, injury, or personal emergency. You must discuss this with us before the last day.
Knowledge: #180-79-131: 2.a, c; 3.e
#180-79-136: 1; 2.b; 3.d
Skills: #180-78-210
#180-78-220