TELC 5001/6001/7001 Syllabus
TELC 5001/6001/7001 - Adolescent Development
3 Credit Hours
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. Undergraduate (TELC 4001) and graduate (TELC 5001/6001) courses are taught concurrently. The graduate and undergraduate levels require different topics for the research paper that must be submitted.
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).
- 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).
- 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).
- Learning, Teaching, and Educational Psychology
- Cognitive Development and Language (Piaget & Vygotsky)
- The Self, Social, and Moral Development (Erikson, Kohlberg & Bronfenbrenner)
- Learner Differences and Learning Needs (Gardner, Sternberg, Goleman, Binet, Horn & Cattell)
- Culture and Diversity
- Behavioral Views of Learning (Pavlov, Skinner, Watson)
- Cognitive Views of Learning
- Complex Cognitive Processes
- The Learning Sciences and Constructivism
- Social Cognitive Views of Learning and Motivation
- Motivation in Learning and Teaching
- Creating Learning Environments
- Teaching Every Student
- Classroom Assessment, Grading, and Standardized Testing
NOTE THE LICENSURE APPENDIX IN YOUR TEXTBOOK.
This course requires a basic understanding of D2L, computers, e-mail, and word processing.
Textbooks, Supplementary Materials, Hardware and Software Requirements
Please visit the Virtual Bookstore to obtain textbook information for this course. Move your cursor over the "Books" link in the navigation bar and select "Textbooks & Course Materials." Select your Program, Term, Department, and Course; then select "Submit."
Currently, there are no supplementary materials required for this course.
Minimum hardware requirements can be found here.
Minimum software requirements can be found here.
Common applications you might need:
Purdue OWL Online Writing Lab (for APA, MLA, or Chicago style)
The Writing Center Online Writer's Handbook
- Technical support information can be found on the TN eCampus Help Desk page.
- Smarthinking virtual tutoring is available FREE of charge. to access Smarthinking, visit the course homepage and select Smarthinking under Course Resources. You also view sample sessions to see what Smarthinking offers and how it works.
- Information on other student issues or concerns can be located on the TN eCampus Student Resources page.
Please see "Instructor Information" in the Getting Started Module for instructor contact information, virtual office hours, and other communication information. You can expect to receive a response from the instructor within 24-48 hours unless notified of extenuating circumstances.
Participation, Assessments, & Grading
There is one quiz on Chapters 6-11 which counts 180 points toward the 1000 points possible for the course. The quiz consists of 60 questions that must be answered in the 90 minutes allowed. The students may use their books/ notes, but the test must be completed in the time given for testing. The tests are taken on line within a designated three day time period of testing. Once the student clicks Begin, the time period begins and the student must complete the test within the specified period of minutes.
This course has a possible 1000 points that could be earned.
The quiz consists of 60 questions that are worth 3 points each, so the quiz totals 180 points.
The research papers are valued at 150 points each for graduate and undergraduate students.
Detailed information about the papers is located in Modules 3 and 4 under Research Papers.
The papers will be graded by the Rubric in the Getting Started Module.
There are 9 discussion questions and an Introduction to discussions in which you introduce yourself.
Each is valued at 20 points.
The two handouts assignments that must be submitted to the Dropbox are valued at 25 points each. Here is the list of graded assessments.
(9)Discussion Questions (20 points each) - 180
1 Introduction to discussions - 20
Teacher Survey Handout Assignment - 25
Effective Teacher Handout Assignment - 25
Piaget and Vygotsky Comparison Paper - 100
Lesson Plan Activity Assignment - 100
Class Rules Assignment - 70
Quiz under Assessments Chapters 6-11 - 180
Effective Teaching Research Paper - 150
Best Practices in Teaching Special Needs Students in the Regular Classroom - 150
Total 1000 Points
The course grades include written assignments, research papers, and student participation in the learning community in discussion questions as well as a timed quiz. The quiz will be auto-graded and grades will be exported to the grade book.
Other assignments will be graded and recorded to the grade book for posting within a week of receiving the assignments.
All assignments are due on or before the due date and on Central Time. Late work will be accepted only by prior approval of the instructor and only in cases of emergencies. Late assignments will also be subject to point deductions for each day past the due date.
Introduction to the Class Discussions
Discussion Question #1
Complete Survey of Teaching Roles Assignment
Complete Most Effective Teacher Handout Assignment
Discussion Question #2
Discussion Question #3
Discussion Question #4
Best Practices in Special Ed. Paper
Discussion Question #5
Discussion Question #6
Discussion Question #7
Lesson Plan Activity Handout
Class Rules Paper
Quiz (Chapters 6-11)
Discussion Question #8
Submit your Research Paper (Grad or Undergraduate)
Effective Teaching of Adolescents Paper
Discussion Question #9
- Students must participate in all interactive aspects of the course in the class discussions, and they are expected to communicate with the instructor as a learning resource. Students must actively participate in the threaded discussion events.
- Students must check the course bulletin board and calendar frequently for announcements.
- Students must adhere to the due dates of all events including discussions, quizzes, and assignments as research papers and homework.
There are posted due dates for all assignments, tests and discussions. Please note the Course Calendar. The due date is also posted on each item that is graded. Ten points each day will be deducted for late research papers and the two handout assignments. The quizzes and discussions must be completed on the date they are due. All assignments are due on or before the due date and on Central Time. Late work will be accepted only by prior approval of the instructor and only in cases of emergencies. Late assignments will also be subject to point deductions for each day past the due date.
Participation is required and part of the course grade is based on the responses to the Discussion Questions. Students are expected to communicate with other students in the discussions, learn how to navigate in D2L, and keep abreast of course announcements. Note the Course Calendar so that deadlines are not overlooked. Students must use the assigned college or university e-mail address as opposed a personal e-mail address. Please address technical problems immediately and observe course netiquette at all times.
Course Ground Rules
The following two statements (1., 2.) were derived from the TBR System-wide Student Rules document, released January 2012:
RULES OF THE TENNESSEE BOARD OF REGENTS STATE UNIVERSITY AND COMMUNITY COLLEGE SYSTEM OF TENNESSEE SYSTEMWIDE STUDENT RULES CHAPTER 0240-02-03 STUDENT CONDUCT AND DISCIPLINARY SANCTIONS
1. Standards of Conduct:
- Students are required to adhere to the same professional, legal and ethical standards of conduct online as on campus. In addition, students should conform to generally accepted standards of "netiquette" while sending e-mail, posting comments to the discussion board, and while participating in other means of communicating online. Specifically, students should refrain from inappropriate and/or offensive language, comments and actions.
- In their academic activities, students are expected to maintain high standards of honesty and integrity. Academic dishonesty is prohibited.
Such conduct includes, but is not limited to:
- an attempt by one or more students to use unauthorized information in the taking of an exam
- to submit as one's own work, themes, reports, drawings, laboratory notes, computer programs, or other products prepared by another person,
- or to knowingly assist another student in obtaining or using unauthorized materials.
Plagiarism, cheating, and other forms of academic dishonesty are prohibited.
Students guilty of academic misconduct, either directly or indirectly through participation or assistance, are subject to disciplinary action through the regular procedures of the student’s home institution. Refer to the student handbook provided by your home institution to review the student conduct policy.
In addition to other possible disciplinary sanctions that may be imposed, the instructor has the authority to assign an "F" or zero for an activity or to assign an "F" for the course.
Other Course Rules:
Students are expected to:
- Participate in all aspects of the course
- Communicate with other students
- Learn how to navigate in Brightspace
- Keep abreast of course announcements
- Use the assigned course management (Brightspace) email address rather than a personal email address
- Address technical problems immediately:
- Observe course netiquette at all times.
Guidelines for Communications
- Always include a subject line.
- Remember without facial expressions some comments may be taken the wrong way. Be careful in wording your emails. Use of emoticons might be helpful in some cases.
- Use standard fonts.
- Do not send large attachments without permission.
- Special formatting such as centering, audio messages, tables, html, etc. should be avoided unless necessary to complete an assignment or other communication.
- Respect the privacy of other class members
- Review the discussion threads thoroughly before entering the discussion. Be a lurker then a discussant.
- Try to maintain threads by using the "Reply" button rather starting a new topic.
- Do not make insulting or inflammatory statements to other members of the discussion group. Be respectful of other’s ideas.
- Be patient and read the comments of other group members thoroughly before entering your remarks.
- Be cooperative with group leaders in completing assigned tasks.
- Be positive and constructive in group discussions.
- Respond in a thoughtful and timely manner.
The Tennessee Virtual Library is available to all students enrolled in TN eCampus programs and courses. 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 will be included within the course modules. To access the Virtual Library, go to the course homepage and select the Virtual Library link under Course Resources.
Students with Disabilities
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 right 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.
The information contained in this syllabus is for general information purposes only. While we endeavor to keep this information up-to-date and accurate, there may be some discrepancies between this syllabus and the one found in your online course. The syllabus of record is the one found in your online course. Please make sure you read the syllabus in your course at the beginning of the semester. Questions regarding course content should be directed to your instructor.