Course Description:

This course focuses on psychological theories related to adolescent cognitive, social and physical development. Adolescents are experiencing a myriad of changes. A better understanding of these changes will help educators plan and implement appropriate lessons, activities, lectures, assignments, and teaching strategies. Issues relevant to intellectual development, socialization, and educational evaluation are examined. Additionally, teacher variables and student variables in the instructional process are explored. Students should be able to apply their knowledge in a variety of settings with a multicultural perspective.

 

Course Objectives: (For more details, refer to the Tennessee Professional License Standards)

 

 

      Primary Objectives

At the conclusion of this course students will be able to:

• understand how adolescents learn and develop and provide learning opportunities that support student intellectual, social and personal development (Std.2).
• understand and use a variety of instructional strategies to encourage development of critical thinking, problem solving and performance skills in students (Std. 4).
• use knowledge of effective verbal, nonverbal and media communication techniques to foster active inquiry, collaboration and supportive interaction in the classroom (Std. 6).
• plan instruction based upon knowledge of subject matter, students, the community, and curriculum goals (Std. 7).

Secondary Objectives

• know, understand, and use the central concepts, tools of inquiry and structures of the discipline(s) they teach and can create learning experiences that develop student competence in the subject matter (Std. 1)
• understand how adolescents differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners (Std. 3).
• know, understand and use formal and informal assessment strategies to evaluate and ensure the continuing intellectual, social and physical development of the learner (Std.8).
• be reflective practitioners who continually evaluate the effects of their choices and actions on others (students, parents and other professionals in the learning community) and who actively seek out opportunities to grow professionally (Std. 9).
• use technology and technology based resources to facilitate developmentally appropriate student learning (Std. 11a). Students use technology to enhance their professional growth and productivity (Std. 11b). Students effectively use and manage all technology available to them and explore uses of emerging resources. They promote the equitable, ethical and legal use of technology resources (Std. 11c).

 

 

 

Currently, there are no prerequisites for this course.

 

 

 

Introduction, Adolescent Development, Teaching & Educational Psychology Chapter 1

Cognitive Development & Language (Piaget & Vygotsky) Chapter 2

Personal, Social & Moral Development Chapter 3 (Erikson, Kohlberg & Bronfenbrenner)

Learner Differences Chapter 4 (Gardner, Sternberg, Goleman, Binet, Horn & Cattell)

Multiculturalism & Gender Differences Chapter 5

Behavioral Views of Learning (Pavlov, Skinner, Watson) Chapter 6

Classroom Assessment Chapter 15

This course requires a basic understanding of WebCT, computers and word processing.

Please visit the Virtual Bookstore to obtain current textbook information for this course:  http://rodp.bkstr.com

 

The minimum requirements can be found at http://www.rodp.org/students/hardware_software.htm.

 

The minimum requirements can be found at http://www.rodp.org/students/hardware_software.htm.

Please see the separate page inside the course to find instructor contact information as well as a statement of virtual office hours and other communication information.

 

A statement describing the process students will need to have in place for proctors, online testing, etc.

 

 

 

This course consists of 10 modules (including papers, assignments, quizzes, and discussion questions). Each module counts 10% of the final grade.

 

 

 

90-100 A
80-89 B
70-79 C
60-69 D
0-59 F

 

 

Complete all 10 course modules. Each module consists of a variety of PowerPoints, quizzes, discussion questions, papers and assignments.

 

 

Students must participate in all interactive aspects of the course if interaction is part of the course design. For example, students must communicate with other students in the chat room, students are expected to communicate with the instructor as a learning resource, students must check the course bulletin board frequently for announcements, and students must actively participate in threaded discussion events.

 

 

 

Ten (10) points will be deducted for each day late on assignments and papers.

 

Participation is required!

Learn how to navigate in WebCT; Keep abreast of course announcements; Use the assigned WebCT e-mail address as opposed a personal e-mail address; Address technical problems immediately; Observe course netiquette at all times.

 

•  

  Columbia Guide to Online Style by Janice R. Walker and Todd Taylor

•  

  Citation Styles Online http://www.bedfordstmartins.com/online/cite6.html

 

The Tennessee Virtual Library is available to all students enrolled in the Regents Degree Program. Links to library materials (such as electronic journals, databases, interlibrary loans, digital reserves, dictionaries, encyclopedias, maps, and librarian support) and Internet resources needed by learners to complete online assignments and as background reading must be included in all courses.

 

Qualified students with disabilities will be provided reasonable and necessary academic accommodations if determined eligible by the appropriate disability services staff at their home institution. Prior to granting disability accommodations in this course, the instructor must receive written verification of a student's eligibility for specific accommodations from the disability services staff at the home institution. It is the student's responsibility to initiate contact with their home institution's disability services staff and to follow the established procedures for having the accommodation notice sent to the instructor.

 

 

The instructor reserves the left to make changes as necessary to this syllabus. If changes are necessitated during the term of the course, the instructor will immediately notify students of such changes both by individual email communication and posting both notification and nature of change(s) on the course bulletin board.

 

Technical Support

1-866-550-7637 (toll free)

or go to the AskRODP website at:

http://askrodp.custhelp.com