SED DS502: Introduction to Adolescent Development

Boston University SED DS502: Introduction to Adolescent Development Summer II, 2013, Mondays and Wednesdays, 6-8 PM CAS B27

6/30, 7/2, 7/7, 7/9, 7/14, 7/16, 7/21, 7/23, 7/28, 7/30

Instructor

Prof. Scott Seider [email protected] SED Room 237

Course Objective

This course seeks to provide a useful theoretical framework for all of the coursework on teaching and learning in which you will engage this year. Understanding how learning works and young people grow should inform a teacher’s decisions about instructional approaches, classroom management and the content that is taught. Each class session will focus on both the framework for adolescent development about which students have read and then practical implications for classroom teachers.

Required Texts

Bransford, J., Brown, A., Cocking, R. (eds.) (2000). How people learn: Brain, mind, experience and school. Washington DC: National Academies Press (available free on-line).

Nakkula, M. & Toshalis, E. (2010). Understanding youth: Adolescent development for educators. Cambridge, MA: Harvard Education Press.

Tatum, B. (2003). Why are all the black kids sitting together in the cafeteria? New York: Basic Books.

Willingham, D. (2009). Why don’t students like school? San Francisco: Jossey Bass.

Attendance & Make-up Work

We have fewer than 25 hours of class time. Only a genuine emergency or highly contagious disease should prevent you from attending class. In such cases, please contact me ASAP and in advance of the class you will miss.

Power point presentations for each class will be available on the course blackboard site. If you miss a class, choose the 15 slides from the class presentation that you believe to be the most interesting, engaging or provocative and reflect upon each in a well thought out paragraph (i.e. 15 paragraphs in total). These paragraphs should synthesize the content on the slides with the assigned readings for the week, and they should be emailed as an attachment to the instructor

1 prior to the next class meeting. If you are tardy to class (or need to leave early), please follow this same procedure using several of the slides presented in your absence.

Assignments

Assignment Points Daily Assessments Warm Ups 5 points (each) Comment-Question 5 points (each) Exit Tickets 5 points (each) Other Assessments Micro-Teaching + Reflection 40 points Philosophy of Teaching 40 points

Grading

 Course grade = Total points earned/Total points possible  Unapproved late assignments will be penalized 10% per day of the total value of the assignment  Uncompleted make-up assignments will reduce course grade by 1/11

Syllabus at a Glance

For each class session, please bring the assigned readings for that session to class

Cognitive Development

How do adolescents learn? How can cognitive science inform teaching practice?

Class Topic Readings Implications Pedagogical Move/ # for Classroom Assignment Due 6/30 What is learning? Bransford, Brown & Cognitive Reciprocal Teaching & Mon Cocking Chaps 1-3 Apprenticeship Leaderless Discussion 7/2 What instructional Willingham Chaps 1-6; Thinking Hands Down Discussion Wed practices can support AND Routines adolescent learning? Ritchhart Chap 5 OR Fine

7/7 How do culture and Nasir, Steele Chaps 3 & Wise Feedback Socratic Seminar Mon diversity impact 9, Carter, Demerath adolescent learning? 7/9 How do adolescents’ Dweck Chaps 1-3 & Beyond-the- Jigsaw Wed mindsets impact their Dweck White Paper Self Purpose, learning? AND Hong & Lin or MC-II, Dual 2 Duckworth & Oettingen Purpose or Yeager et al. Instruction

7/14 What does a Ritchhart Chap 7 Thoughtful Micro-Teaching Mon learning-centered Classroom lesson look like?

Identity Development

How do young people grow? How can developmental theories inform teaching practice?

Class Topic Readings Implications Pedagogical Move/ # for Classroom Assignment Due 7/16 What is identity and Nakkula & Toshalis Whole-Class Fishbowl A Wed identity development? Chaps 1-3 Relationship Discussion Building

7/21 How do race and Tatum Chaps 1,2,4,6,8 Everyday Carousel Activity Mon ethnicity impact Antiracism adolescent identity Micro-Teaching dev’t? Reflection 7/23 How does gender Nakkula & Toshalis-6 Individual Wed impact adolescent Sadowski-4 Relationship identity dev’t? Building 7/28 How does sexual Sadowski Chap 6 Collaborative Mon orientation impact Bazelon Problem adolescent identity Greene Solving dev’t? 7/30 How do educators Savitz-Romer Chaps Fostering Wed foster adolescents’ 3-6 Belonging college-going identity? Walton & Cohen

8/4 Philosophy of P.O.T due 8/7 (5pm) Mon Teaching

3 Supplementary Readings (Posted on Blackboard Site)

Bazelon, E. (2013). Sticks and stones: Defeating the culture of bullying and rediscovering the power of character and empathy. New York: Random House.

Carter, D. (2008). On spotlighting and ignoring certain racial group members in the classroom. In M. Pollock (Ed.), Everyday antiracism. New York, NY: New Press.

Demerath, P. (2009). Producing success: The culture of personal advancement in an American high school. Chicago, IL: University of Chicago Press.

Duckworth, A. L., Kirby, T., Gollwitzer, A., & Oettingen, G. (in press). From fantasy to action: Mental contrasting with implementation intentions (MCII) improves academic performance in children. Social Psychological and Personality Science.

Duckworth, A. L., Grant, H., Loew, B., Oettingen, G., & Gollwitzer, P. M. (2011). Self- regulation strategies improve self-discipline in adolescents: Benefits of mental contrasting and implementation intentions. Educational Psychology: An International Journal of Experimental Educational Psychology, 31(1), 17-26.

Dweck, C. & Walton, G. & Cohen, G. (2012). Academic tenacity: Mindsets and skills that promote long-term learning. Paper presented for the Gates Foundation. Retrieved on March 16, 2014 from www.gatesfoundation.org.

Fine, S. (2014). ‘A slow revolution’: Toward a theory of intellectual playfulness in high school classrooms. Harvard Educational Review, 84(1), 1-24.

Gardner, H. & Davis, K. (2013). The app generation. New Haven, CT: Yale University Press.

Greene, R. W. (2008). Kids do well if they can. Phi Delta Kappan, 161-167.

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. New York, NY: Routledge.

Hattie, J. & Yates, G. (2014). Visible learning and the science of how we learn. New York, NY: Routledge.

Hong, H. & Lin, X. (2012). How learning about scientists’ struggles influences students’ interest and learning in physics. Journal of Educational Psychology, 104(2), 469-484.

Hulleman, C. & Harackiewicz, J. (2009). Promoting interest and performance in high school science classes. Science, 326, 1410-1414.

4 Nasir, N., Roseberry, A., Warren, B., & Lee, C. (2006). Learning as a cultural process: Achieving equity through diversity. In R. Sawyer (Ed.), The Cambridge handbook of learning sciences (pp. 489-504). New York, NY: Cambridge University Press.

Ritchhart, R. (2002). Intellectual character. New York, NY: Jossey Bass.

Savitz-Romer, M. & Bouffard, S. (2008). Ready, willing and able: A developmental approach to college access and success. Cambridge, MA: Harvard Education Press.

Steele, C. (2010). Whistling Vivaldi: How stereotypes affect us and what we can do. New York: W.W. Norton.

Shakespear, E. (1999) “What I’d Tell A White Gal: What My Black Male Students Taught Me About Race and Schooling.” In S. Freedman & E. Simons (Eds), Inside City Schools: Investigating Literacy in Multicultural Classrooms, pp. 76-88.

Walton, G. & Cohen, G. (2011). A brief social belonging intervention improves academic and health outcomes of minority students. Science, 331 (1447-1451).

Yeager, D.S., Henderson, M., Paunesku, D., Walton, G., Spitzer, B.,* D’, Mello, & Duckworth, A. (under review). It’s boring but it matters: A beyond-the-self purpose for learning raises level of construal and promotes academic self-regulation.

STATEMENT ON STUDENTS WITH DISABLITIES:

The School of Education at Boston University is committed to equal access for students with disabilities. If you have a specific disability and require accommodations in this class, please let me know early in the semester so that appropriate accommodations can be made. You must provide me with a letter of needed accommodations prepared by the Office of Disability Services. Contact information for that office is as follows: (617)353-3658 V/TTY or [email protected]. All discussions and written materials will be kept confidential.

STATEMENT ON ACADEMIC INTEGRITY:

The pursuit of knowledge can proceed only when scholars take responsibility and receive credit for their work. Recognition of individual contributions to knowledge and of the intellectual property of others builds trust within the University and encourages the sharing of ideas that is essential to scholarship. Plagiarism, that is, failure to properly acknowledge sources, written or electronic, used for verbatim quotations or ideas, is a violation of academic integrity. Each student is responsible for learning and using proper methods of paraphrasing and footnoting,

5 quotation, and other forms of citation, to ensure that the original author, speaker, illustrator, or source of the material used is clearly acknowledged.

MICRO-TEACHING & REFLECTION ASSIGNMENT1

Micro-teaching typically runs 10 minutes in length. It is absolutely fine—and even expected— that the 10 minutes of instruction may constitute a portion of a lesson rather than an entire lesson.

Each person takes his or her turn as teacher while everyone else plays the role of students. It is the job of these ‘pupils’ to ask and answer questions realistically. It is not the job of the ‘pupils’ to pose classroom management challenges.

When finished, the student conducting the class has a moment or two to react to his/her own teaching. Then everyone else joins in to discuss what they saw that they especially liked. Finally, the group may mention just a few things that the practice teacher might try doing differently in the future.

The focus of this particular micro-teaching assignment is two-fold: a) the academic content the teacher is introducing and b) the practices utilized by the teacher to facilitate students’ learning.

Because many of you are at the start of your teacher education coursework, you will NOT be assessed on the quality of your lesson planning. In fact, you may use a website such as www.betterlesson.com to find an existing lesson plan that you then modify for the purposes of this assignment.

Rubric for Micro-Teaching (The Lesson)

Components 1 pt 5 pts 10 pts Practices Unclear which Evident learning Evident learning practices/strategies utilized to learning practices/strategies being being employed facilitate practices or employed And learning strategies being Evidence that practices effectively utilized facilitate student learning of content

Rubric for Micro-Teaching Reflection

Recommended Length: 3-4 typed, double-space pages, 12 point font

Components 1 pts 3.5 pts 5 pts Description Vague or Clear description of learning Detailed description of learning

1 See Derek Bok Center for Teaching and Learning on “microteaching.” Retrieved from http://isites.harvard.edu/fs/html 6 of learning incomplete practices employed practices integrated into lesson practices description of Employed learning And And practices employed Effective citations from Effective citations from assigned assignd readings to explain readings to explain rationale for rationale for learning learning practices practices And OR Evidence effectively cited from Evidence effectively cited video or lesson plan to support from video or lesson plan to description support description

What went Vague or Clear description of positive Detailed description and analysis of well incomplete aspects of micro-teaching positive aspects of micro-teaching description of positive aspects And of micro- teaching Evidence effectively cited from video or lesson plan to support description What was Vague or Clear description of negative Detailed description and analysis of challenging incomplete aspects of micro-teaching negative aspects of micro-teaching description of opportunities And for improvement Evidence effectively cited from video or lesson plan to support description Implications Vague or Clear description of plans for Detailed and thoughtful analysis of for teaching incomplete ‘next time’ takeaways for ‘next time’ description of implications for And teaching Evidence effectively cited from video or lesson plan to support description Mechanics Distracting 2-4 grammar, usage or Reflection effectively proof-read and grammar, usage spelling errors virtually error-free or spelling or errors

7 ______/ 25 pts

8 PHILOSOPHY OF TEACHING STATEMENT ASSIGNMENT

This assignment asks you to reflect upon and assert in writing your own individual teaching philosophy. This statement can be either a statement of your philosophy of teaching in general, or on teaching your field specifically. If you already have experience teaching, you may have some very solidified ideas about this. If you have yet to teach, this document is a place to launch your thinking.

This assignment is intended to provide an opportunity to make some decisions about the dimensions of teaching, learning and positive adolescent development that are most important to you. You will also find that many prospective employers request a philosophy of teaching statement in job applications. I am hopeful this assignment will represent a starting point for a piece of writing you are continually amending over the course of this academic year.

This statement should be an honest reflection of your emerging beliefs about what it means to engage in powerful teaching and learning and to promote positive youth development. This is a place to express your teaching priorities, beliefs about what effective teaching and learning looks like, broad goals you wish for students, and the teaching relationship between students and yourself.

You may also find the rubric below to be useful in thinking about the content of this statement of teaching philosophy, but please do not feel compelled to structure the statement to align chronologically with the rubric.

There are not “correct” philosophies of teaching (though there are practices of teaching that researchers have found to be ineffective and even harmful).

I will put some sample philosophy of teaching statements on the DS502 blackboard site, but be aware that these statements were not written by participants in this course (because this is my first time teaching it). So, they may be more useful to you in thinking about structure than content.

Also, realize that you are not bound to the statement you author in any permanent way. You are free to change your mind significantly about something over the course of the academic year as well as your professional careers. That’s fine. This assignment is intended as a starting point in that process.

Details

Recommended Length: 3-4 double-spaced, typed, 12 point font

Sources: Plan to draw upon multiple readings from DS502 in supporting your statement of teaching philosophy. You are welcome to draw upon scholarship outside of this course’s assigned readings, but that is not an expectation for this assignment.

9 Citation: Please cite any research or scholarship you reference, but I’m not overly hung up on a particular method of citation. Just make it clear where the quotation, statistic or idea came from (e.g. Seider, 2013, p. 4).

A Public Document: One of the goals of this assignment is to get you started on a document that may be part of your job applications this spring, so it is intended from the start to be a document that will be read by others. Be prepared to share your emerging teaching philosophy with classmates and ultimately prospective employers.

Rubric for Philosophy of Teaching Statement

Components 2 pts 5 pts 8 pts Learning Vague or Clear description of learning Clear description of learning goals Goals as incomplete goals And Educator description of Compelling evidence from research learning goals or own experiences to support these goals Practices for Vague or Clear description of Clear description of practices for Achieving incomplete practices for achieving goals achieving goals Learning description of And Goals practices for Compelling evidence from research achieving goals or own experiences to support use of these practices Goals for Vague or Clear description of PYD Clear description of PYD goals Positive Youth incomplete goals And Development description of Compelling evidence from research PYD goals or own experiences to support these goals Practices for Vague or Clear description of Clear description of practices for Achieving incomplete practices for achieving goals achieving goals Developmental description of And Goals practices for Compelling evidence from research achieving goals or own experiences to support use of these practices Mechanics Distracting 2-4 grammar, usage or Reflection effectively proof-read grammar, usage spelling errors and virtually error-free or spelling or errors

______/ 40 pts