320 Adolescent Psychology
Fall 2017
Instructor: Steve Herr
Phone: or 731-431-1659
Email: or
Office Hours: M/W 1 - 3 pm T 8:45 – 9:30, 10:45 - 12:00 pm
Office: 280 June Buchanan Alumni Center (JBAC)
Website: ydpsteveherr.us
Kentucky Teacher Standards / Standards Addressed / ALC Student Outcomes / Student Outcomes AddressedDemonstrates Applied Content Knowledge / X / Liberal Arts Knowledge / X
Designs and Plans Instruction / X / Communication / X
Creates and Maintains Learning Environment / X / Critical Thinking / X
Implements and Manages Instruction / X / Integration of Knowledge / X
Assesses and Communicates Learning Results / X / Personal Attributes / X
Technology / X / Moral / Ethical Standards / X
Evaluates Teaching and Learning / X / Leaders / Mission / X
Collaboration / X / Work Ethic / X
Professional Development / X / Function in Workplace / X
Leadership / X / Diversity / Global Perspective / X
Dispositions / Objectives Addressing Dispositions
Character / 1, 3,4,5,6,7,8 and 10
Capability / 1, 5 and 10
Service / 6, 7, 8 and 10
Diversity / 1, 3, 4, 5, 6, 7, 8, 9 and 10
Prerequisite: Admission to the Teacher Education Program.
Course Description: This course is an examination of the adolescent in view of modern research of mental, physical and emotional changes that occur. Interrelationships of development, adolescent interests, social consciousness, behavior and the major contexts of adolescent development are studied. Field experience hours are required.
Text: None
Course Objectives
1. To better understand how our knowledge of psychology may help us know the adolescent mind.
2. To applycore concepts and modes of inquiry in complex tasks.
3. To be able totransferknowledge and skills in new situations, to build on and use them.
4. Tocommunicateideas and incollaboratein problem solving
Course Requirements
1. Meet with the group and complete weekly scrum.
2. Complete the requirements for a 10-hour field experience.
3. Complete a review of educational terms.
4. Complete scrum journal.
5. Complete the final exam.
Teaching Methods/Technology
The class will be discussion based and research intensive. We will use the best technology available to us. The class will also include lectures, focused discussions, specific readings, research assignments, in class reviews, written summaries and cumulative evaluations.
Class Attendance Policy
Students and faculty should realize that one of the most vital aspects of a college experience is attendance and punctuality in the classroom and that the value of this experience cannot be exclusively measured by testing procedures alone. Should the occasion arise in which a faculty member is unavoidably detained for a class, students must wait a minimum of 15 minutes before leaving. If students find it necessary to miss a class, it is their responsibility to arrange with the instructor to make up all work missed. Instructors must devise their own attendance policies, have them approved by the Dean of the College, include them in the course syllabi, and explain them to students. Continuation in class for a student who misses more than 20% of class time during any one semester, whether excused or unexcused, may be possible only after consultation with the faculty member involved and Dean of the College.
Writing Across the Curriculum
This course provides a means of addressing student writing proficiency. Students will keep a journal reviewing the major class readings, class reflections and the final exam.
Cultural Diversity and Global Perspectives
The wonder of a liberal arts education is a search for the truth. In this class we will follow that wonder in all its richness and possibility, regardless of where those paths may lead us.
Some Things We’ll Consider
Is it better to be neat or messy?
What is the advantage of planning?
Who benefits from organization?
What is the advantage of delaying gratification?
If people put off doing unpleasant work, what does that tell you?
What work do you do without reward or remuneration?
How important is context?
What are the social goals of your educative tasks?
What is the value of recalling moral values?
Why do we focus on our shortcomings?
What’s the difference between your mind and your brain?
How influenced are adolescents by the group they are part of?
What role do extraneous problem solving and divided attention play in cognitive overload?
What is the difference between experience and perception?
What is the difference between tactical and cognitive experience?
To what degree do ascribe intentions to machines?
How do we identify other minds?
How do you sound like an educator?
What is the relationship between intuition and memory?
Does intense focus distract from attention?
What is the relationship between controlling attention and controlling emotion?
What’s the difference between “How do you feel about it”? and “What do you think about it”?
Which is more effective statistics or stories?
What’s the difference between a decision process being good and an outcome being good?
What is “theory-induced blindness”?
What weight to you give to unlikely events?
What is the price of “sunk costs”?
How do people value conflict?
What do major brands and major religions have in common?
How does the cosmetics industry and fashion help us transform?
Are girls comfortable with the way they look?
How do you identify yourself?
Under what circumstances do you judge someone? Attribution error.
Is it better to have a good portfolio or be the Superintendent’s daughter?
What is the importance of peer validation?
What is the problem with overestimating what we know and underestimating what we don’t know?
How do you keep an open mind?
Do you accept responsibility for your victories and blame fate for your loses?
How long will your new pleasure make you happy?
Which is a great worry a mistake or a lost opportunity?
What’s the relationship between appearance and success?
Where does courage come from?
Where does authority come from?
Is change possible?
Where do students witness accountability?
What is the balance between accountability and compassion?
Do you have a predetermined sense of what you regard?
What the relationship between charisma and performance?
What is the relationship between technical gain and moral right?
How is what’s good for the many not good for the few?
When do you follow protocol and when do you follow your judgment?
Do people multitask?
What is the value of routine and ritual?
Do you focus on near or long term goals?
The Law of the Vital Few.
Is the self something we make or something we find?
How important is it to differentiate yourself?
Wednesday August 16th
First Day of Class
Friday August 18th
Introduction
“Three Questions,” by Leo Tolstoy
Monday August 21th
Critical Thinking
Solar Eclipse Day
“Mortal Lessons,” by Richard Selzer
Wednesday August 23rd
Critical Thinking
Syllubus
Friday August 25th
Open
Monday August 28th
Sprint Planning: How do adolescents grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas. And how will you design and implement developmentally appropriate and challenging learning experiences for all of your students?
Wednesday August 30th
Daily Scrum
Madison C. Carpenter
Authors: Micki Caskey and Vincent A. Anfara, Jr.
“Developmental Characteristics of Young Adolescents”
https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/455/Developmental-Characteristics-of-Young-Adolescents.aspx
Kennedi Alexis Damron
Authors: BJ Casey- Sarah Getz- Adriana Galvan
“The Adolescent Brain- Learning Strategies and Teaching Tips”
http://spots.wustl.edu/SPOTS%20manual%20Final/SPOTS%20Manual%204%20Learning%20Strategies.pdf
Friday September 1st
Sprint Review
Monday September 4th
Labor Day - No Class
Wednesday September 6th
Open
Friday September 8th
Open
Monday September 11th
Sprint Planning: How do you design and implement developmentally appropriate and challenging learning experiences?
Wednesday September 13th
Daily Scrum
Cody Jay Gregory
“Differentiating Instruction”
Scott Willis and Larry Mann
http://www.ascd.org/publications/curriculum-update/winter2000/Differentiating-Instruction.aspx
Jordan Taylor Hodge
https://extension.psu.edu/programs/betterkidcare/early-care/tip-pages/all/applying-developmentally-appropriate-practice
Friday September 15th
Sprint Review
Monday September 18th
Sprint Planning: How do individual’s use their understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each adolescent to meet high standards?
Wednesday September 20th
Daily Scrum
Gabrielle N. Johnson
Carol Ann Tomlinson
Educational Leadership: How to Differentiate Instruction
http://www.ascd.org/publications/educational_leadership/sept00/vol58/num01/Reconcilable_Differences%C2%A2_Standards-Based_Teaching_and_Differentiation.aspx
Austin Tyrel Shrum
Jean Haar and Jerry Robicheau
“Strategies needed to create cultural inclusive learning environments”
http://www.d.umn.edu/~hrallis/professional/workshops_attended/mactefa07/multicultural_incl_env.html
Natasha B. VanDyke
Holli M. Levy
“Meeting the Needs of All Students through Differentiated Instruction: Helping Every Child Reach and Exceed Standards”
http://tccl.rit.albany.edu/knilt/images/c/c1/Di_unit_1b.pdf
Friday September 22nd
Sprint Review
Monday September 25th
Sprint Planning: How do individual’s work with others to create environments that support individual and collaborative work, and that encourages positive social interaction, active engagement in learning, and self-motivation?
Wednesday September 27th
Daily Scrum
Madison C. Carpenter
Stella Williams
“Engaging and Informing Students Through Group Work”
http://files.eric.ed.gov/fulltext/EJ932186.pdf
Kennedi Alexis Damron
Arizona department of education
"Social Skills Strategies for Parents and Teachers"
https://www.education.com/reference/article/social-strategies-parents-teachers/
Friday September 29th
Sprint Review
Monday October 2nd
Sprint Planning: How do you deal with adversity?
Wednesday October 4th
Daily Scrum
Cody Jay Gregory
Jordan Taylor Hodge
Friday October 6th
Fall Break – No Class
Monday October 9th
My Daughter is getting married – No Class
Wednesday October 11th
Sprint Planning: How do gage non-class assignments?
Friday October 13th
Daily Scrum
Gabrielle N. Johnson
Austin Tyrel Shrum
Natasha B. VanDyke
Monday October 16th
Sprint Planning: How do individual’s understand how to connect concepts and use differing perspectives to engage individuals in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues?
Wednesday October 18th
Daily Scrum
Madison C. Carpenter
“Is Truthiness Enough? Classroom Activities for Encouraging Evidence-Based Critical Thinking”
Sue Kraus, Sharon R. Sears, and Brian L. Burke
http://www.uncw.edu/jet/articles/Vol13_2/Kraus.pdf
Kennedi Alexis Damron
Marian Wilde
“Global grade: how do U.S. students compare?”
https://www.greatschools.org/gk/articles/u-s-students-compare/.
Friday October 20rd
Sprint Review
Monday October 23rd
Sprint Planning: How do individual’s understand and use multiple methods of assessment to engage adolescents in their own growth, to monitor their progress, and to guide the individual’s and adolescent’s decision making?
Wednesday October 25th
Daily Scrum
Cody Jay Gregory
Formative Assessment: Improving Learning in Secondary Classrooms
https://www.oecd.org/edu/ceri/35661078.pdf
Jordan Taylor Hodge
Catholic Schools in the Archdiocese of Milwaukee
“Formative Assessment and Monitoring Student Progress”
https://schools.archmil.org/CentersofExcellence/DOCsPDFs/Learning-Support-Teams/2015-16/October-8-2015/Formative-Assessments/FormativeAssessmentandMonitoringStudentProgress.pdf
Friday October 27th
Sprint Review
Monday October 30th
Sprint Planning: How do individual’s understand and use a variety of assessment strategies to encourage individuals to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways?
Wednesday November 1st
Daily Scrum
Gabrielle N. Johnson
Gregory Firn
http://www.dreambox.com/white-papers/from-math-formative-assessment-to-informative-assessing-in-the-math-classroom
Austin Tyrel Shrum
Brigid Barron and Linda Darling-Hammond
https://www.edutopia.org/inquiry-project-learning-research
Natasha B. VanDyke
http://www.teachhub.com/teaching-strategies-enhance-higher-order-thinking
https://www.edutopia.org/blog/stw-expanded-learning-time-individualized-learning-hassan-mansaray
Friday November 3rd
Sprint Review
Monday November 6th
Sprint Planning: How do individual’s engage in ongoing professional learning and use evidence to evaluate his/her practice, particularly the effects of his/her choices and actions on others (individuals, families, other professionals, and the community), and adapt practice to meet the needs of each adolescent?
Wednesday November 8th
Daily Scrum
Madison C. Carpenter
Colleen M. Fairbanks, Gerald G. Duffy, Beverly S. Faircloth, Catherine Stein
“Beyond Knowledge: Exploring Why Some Teachers Are More Thoughtfully Adaptive Than Others”
https://www.researchgate.net/publication/249704764_Beyond_Knowledge_Exploring_Why_Some_Teachers_Are_More_Thoughtfully_Adaptive_Than_Others
Kennedi Alexis Damron
Virginia Richardson
“How Teachers Change: What Will Lead to Change that Most Benefits Student Learning?”
http://www.ncsall.net/index.html@id=771&pid=395.html
Friday November 10th
Sprint Review
Monday November 13th
Sprint Planning: How do you deal with conflict?
Wednesday November 15th
Daily Scrum
Cody Jay Gregory
“Violence Among Middle School and High School Students: Analysis and Implications for Prevention”
https://www.ncjrs.gov/pdffiles/166363.pdf
Jordan Taylor Hodge
Jeriphanos Makaye and Amasa Philip Ndofinepi
“Conflict Resolution between Head and Teachers: The Case of 4 Schools in Masvingo Zimbabwe”
https://pdfs.semanticscholar.org/6ab2/b9c7e70df3358240956bbf1fdab27be3e74d.pdf
Friday November 17th
Sprint Review
Monday November 20th
Sprint Planning: What is the place of gratitude in the curriculum?
Wednesday – Friday November 22-24
Thanksgiving Recess
Monday November 27th
Scrum
Gabrielle N. Johnson
Emily Campbell
“How teaching gratitude in school makes kids happier”
https://m.huffpost.com/us/entry/4310927
Austin Tyrel Shrum
Natasha B. VanDyke
https://greatergood.berkeley.edu/article/item/how_to_foster_gratitude_in_schools
Wednesday November 29th
Sprint Review
Friday December 1st
Review
Monday – Friday December 4-8 Final Exams
Critical Thinking
Alice Lloyd College has a goal to improve the critical thinking abilities of its students. The College has adopted Paul and Elder’s (2007) definition of critical thinking, which defines critical thinking as, “the art of analyzing and evaluating thinking with a view to improving it” (p. 4).
Source: Paul, R., & Elder, L. (2007). The Miniature Guide to Critical Thinking Concepts and Tools (4th ed.). Tomales, CA: Foundation for Critical Thinking Press.
Dress Code
Alice Lloyd College has a long-standing tradition of emphasizing development of the total person and a commitment to personal and community enhancement. As members of the campus community, students are expected to dress modestly and appropriately for various occasions.
The College recognizes that “modest” or “appropriate” is often loosely defined in society at large. Therefore, the following guidelines are offered to assist students in choosing suitable dress:
Professional Day (Tuesday) Dress: Professional dress will be required of all students on central campus until 2:00 p.m. and for all convocation programs. Central campus includes all of the campus buildings with the exception of the gym, maintenance building, fitness center, and the residence halls.
Plagiarism Statement: Plagiarism is the act of using another person’s ideas or expression in your writing without acknowledging the source… In short, to plagiarize is to give the impression that you have written or thought something you have in fact borrowed from someone else. Plagiarism often carries severe penalties, ranging from failure in a course to expulsion from school.
The most blatant form of plagiarism is to repeat as your own someone else’s sentences, more or less verbatim… Other form of plagiarism include repeating someone else’s particularly apt phrase without appropriate acknowledgement, paraphrasing another person’s argument as your own, and presenting another’s line of thing as though it were your own…
Source: Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. New York Modern Language Association of America, 1988.
The Parameters
Our work must be informed by the National Association of School Psychologists (NASP), collaboration with families, the Kentucky Academic Standards (KAS), local school partners and our work with students.
This syllabus was drew on the work of:
The National Association of School Psychologists (NASP), the Kentucky Academic Standards (KAS), Gibaldi, Joseph. MLA Handbook for Writers of Research Papers, New York Modern Language Association of America, 1988, the Alice Lloyd College Handbook, the Alice Lloyd College website, letters form Dean Laffie Crum and the syllabi of previous professors.