The Developing Person

1. Subject Matter (Standard 1)

The teacher understands the central concepts, tools of inquiry, and structures of human development. (Teacher as Decision Maker: 1.A)

2. Student Learning (Standard 2)

The teacher understands how children and youth learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development. (Teacher as Decision Maker: 1.B)

3. Diverse Learners (Standard 3)

The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are appropriately adapted to learners from diverse cultural backgrounds and with exceptionalities. (Teacher as Decision Maker: 3.A)

4. Instructional Strategies (Standard 4)

5. Learning Environment (Standard 5)

The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. (Teacher as Decision Maker: 2.A)

6. Communication (Standard 6)

The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. (Teacher as Decision Maker: 2.B)

7. Reflection and Professional Development (Standard 9)

The teacher is a reflective practitioner who continually evaluates the effects of her/his choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. (Teacher as Decision Maker: 4.A)

8. Collaboration, Ethics, and Relationships (Standard 10)

The teacher communicates and interacts with parents/guardians, families, school colleagues, and the community to support student learning and well-being. (Teacher as Decision Maker: 4.B)

1. Knows constructs of key developmental theories (Standards of Effective Practice: 1 & 6)

1.1 Describes major developmental constructs

3. Applies developmental principles to educational concerns (Standards of Effective Practice: 2, 3, 4, & 5)

4. Analyzes the role of developmental issues in case studies (Standards of Effective Practice: 2, 4, 5, 6, & 7)

5. Relates developmental issues to service-learning (Standards of Effective Practice: 1, 2, 3, 4, 5, 6, 9, & 10)

6. Evaluates research on human development (Standards of Effective Practice: 1 & 9)

7. Appreciates variations in cultural and family contexts which relate to developmental processes (Standards of Effective Practice: 3, 9, & 10)

8. Demonstrates commitment to promoting healthy human development through a systems approach (Standards of Effective Practice: 6, 9, & 10)

A. CLASS PARTICIPATION AND ATTENDANCE: Student learning related to the course objectives is maximized through reflection upon the healthy interaction that takes place among course participants. In order to facilitate such interaction, students are expected to be in class on time and for as well as engaged in thoughtful discussion. Absence from class will affect a student’s course grade. (Course Objectives: 1, 2, 3, 4, 5, 6, 7, 8)

B. ASSIGNED READING: The assigned readings are designed to serve as a foundation for class discussion and activities. Additional required readings may be assigned throughout the semester as the need and/or interest arises. Readings are to be completed before the beginning of class on the days for which they are assigned. (Course Objectives: 1, 2, 3, 4, 5, 6, 7, 8)

C. COMMENTARY POSTINGS: Upon completion of each designated reading assignment, students will use the Exchange Public Folders to discuss one "noteworthy" idea from that reading for the rest of the class. This discussion can be an analysis of an issue or idea presented in the reading, or it can be a critique, extension, or application of the issue or idea. Students are encouraged to respond or react to comments by classmates, but must include new information and not simply reiterate what has already been said. Each student is to post his/her commentary in the Exchange Public Folder by midnight before the class in which the designated reading is due. (Course Objectives: 1, 2, 3, 4, 7, 8)

D. DEVELOPMENTAL ISSUE ANALYSIS PAPER/PRESENTATION: Students, working alone or in pairs, are to write a research paper on an issue related to child and/or adolescent development and make a 20-30 minute presentation of their findings to the class. The issue should be chosen from among the topics covered in this course, although the instructor will consider other proposals. A topic proposal must be posted in the appropriate Public Folder before September 9, 1999. After the proposal is approved by the instructor, a preliminary bibliography of at least five references is to be to posted in the topic proposal file of the Public Folder before September 17, 1999. An outline the research paper is then to be posted in the same file by September 27, 1999.

As a formal paper, it is to be about 6-10 pages typewritten, double-spaced; it is to use Times New Roman 12 point font, and is to be documented with footnote and bibliographic references according to APA, MLA, or another standard style. Two copies of a "review draft" of the paper are to be brought to class by each student on October 1, 1999. These will be reviewed by peers and returned on October 7, 1999 A single final draft of the paper as well as all review documents are due on October 14, 1999. The final draft of the paper must also be posted in Public Folders To do this, you will need to have the paper typed on a networked word processing program (i.e., "Word" or "WordPerfect").

The purpose of the class presentation is to educate the class about key findings on the issue and the implications for educators. Students are encouraged to creatively engage the class in dealing with the issue. Effective use of teaching aids, multi-media presentations, simulations, role-playing, and class discussion are some ways to "creatively engage" the class in the issue. This presentation is not intended to be a report that merely summarizes the paper. Rather, it is intended to teach members of the class what they, as future educators, ought to know and be able to do about the issue in order to best help kids. The class presentation must include the use of PowerPoint technology and the production of at least one color overhead transparency. (Course Objectives: 1, 2, 3, 4, 6, 7, 8)

E. SERVICE-LEARNING PROJECT: Each student will engage in a service-learning project through an agency that services at-risk children and/or adolescents (e.g., a school, religious education program, Boys Club/Girls Club, Boy Scouts/Girl Scouts, YMCA, Big Brother/Big Sister, etc.). The purpose of this project is for students to integrate theory and practice about child and/or adolescent development in service-learning. The project can be coordinated through the Service-Learning Coordinator, VISTO, or through individual arrangement with a service agency. (Note: Some agencies require a criminal background check of all employee and volunteer applicants.)The student is to complete 20 or more hours of direct service to children/youth through the agency carried out within at least 7 contact times over 7 weeks within the current semester. Projects with less than 15 hours of service completed and documented may not be considered acceptable.

The service-learning project can be designed in any way that is acceptable to both the student and service agency as long as it meets the intent of the assignment and minimum course requirements. Students must have the service-learning project approved by the instructor to assure that it meets the intent of the assignment and the minimum course requirements. Students must submit a proposal for their service-learning project by September 9, 1999.

Throughout the course of the project, students will maintain an electronic journal of their experiences and reflections regarding their service-learning project that will be posted each week in the appropriate public folder. The subject line on each posting will be the date and time of their service (e.g., 9/25: 3:30-4:30). The content of each journal posting should include a descriptive narrative of what happened as well as a reflection on the significance or a best interpretation of what happened. These journal postings will be reviewed each week by a staff person from the Service-Learning Office and/or the course instructor.

At the end of the semester, each student will submit a service-learning portfolio which documents highlights of the project. The portfolio must include an introduction or executive summary of the experience (i.e., a description of the project and why you chose it, and a review of highlight experiences), a synthesis of what you learned about child and/or adolescent through the experience; and an assessment of the implications this might have for you as a future educator. In addition, students are encouraged to include other documentation in the portfolio that will help to explain the experience. Such documentation might include: any written correspondence, photographs, artwork, mementos, etc. The service-learning portfolio is due at the time of the final examination on December 16/17, 1999. (Course Objectives: 1, 2, 3, 4, 5, 7, 8)

G. BONUS POINTS: Throughout the semester several unannounced quizzes will be given in class. These quizzes are for bonus points and will be taken by those students (and only those students) in class at the time the quiz is administered. Students will not be permitted to make-up or take quizzes at any other time. Students will earn 1 bonus point for any quiz on which they score 80% or better on individual quizzes, and 1 bonus point for any quiz on which they score 90% or better on cooperative quizzes. Any quiz on which a student scores less than the requisite score will not be counted toward the course grade.

Note: The Developmental Issue Paper and Service-Learning Portfolio are due at the beginning of the period on the designated days. Any paper or portfolio submitted to the instructor late will earn negative "penalty points" based upon the length of time it is late: if it is turned in late on the day it is due will earn -1 point. If it is turned in the next calendar day after it is due will earn -2 points. An assignment turned in two calendar days after it is due will earn -3 points, etc.).

Course Requirements and expectations; Read Course Syllabus & Assessment Criteria