Educ 1000 - Human Development Spring 2004 - Växjö University: Dr. Helen Mongan-Rallis

1000 Syllabus|Schedule|Assignments

Educ 1000 Human Development Syllabus* - Spring 2004 

[*This syllabus and course materials adapted from syllabus developed by Kim Riordan of UMD Education Department]

WELCOME TO A FUN, CHALLENGING, AND EXCITING COURSE! The following guidelines are designed to help to make the course as "user friendly" as possible by describing the course content, components, requirements, assumptions, and the expectations for all of us. I do have very high expectations of myself and of you for this class and believe it is important that these are made clear right away. I look forward to working with you during this course! Helen MR

Class meeting times:
 (see schedule)
Instructor:
  Dr. Helen Mongan-Rallis
Office:
 F204 Instit. Pedagogik
Phone:
 Helen: 070-423-3692 (mobile) 0470-70-8298 (office) 0470-23-494 (home)
E-mail:
 hrallis@d.umn.edu
Office hours:
  Following class each day and by appointment.
Educ 1100 Home Page
 http://www.d.umn.edu/~hrallis/courses/1000sp04

Course Description

Patterns and theories of development from conception through late adulthood emphasizing early childhood through adolescence; analysis of individual, family, and environmental factors which affect development over the life span.

Required Readings

  1. Bee, H. & Boyd, D. (2003). Lifespan Development. Boston: Allyn & Bacon.
  2. Online readings as assigned (see links provided from course schedule web page)

Course Outcomes

Interstate New Teacher Assessment and Support Consortium (INTASC) Standards & MN Standards of Effective Practice
(see comparison of these standards & details of each sub-standard)
UMD Education Department Conceptual Framework Themes
(see description of the conceptual framework & themes)
  1. Knowing subject matter
  2. Human development and learning
  3. Diversity in learning
  4. Variety of instructional strategies
  5. Motivation and management
  6. Communication skills
  7. Instructional planning skills
  8. Assessment
  9. Reflection and responsibility
  10. Relationships and partners
  1. Diversity (D)
  2. Reflection (R)
  3. Empowerment (E)
  4. Collaboration (C)
  5. Technology (T)

Outcome SEP INTASC Themes Parent and Family Educ
1. Know and understand key concepts about human development across the life span to compare, and be able to contrast and analyze the major principles and predominant theories associated with this field of inquiry. 2A, 2B 2.11,2.12 R, D C.1
2. Explain multiple models of developmental changes in physical characteristics, motor behavior, perception, language acquisition and use, cognition, concepts of self and others, culture and role identification, social constructs, personality development, sexuality development, and identify effective strategies to enhance development. 2E, 2C, 6C, 6D, 6H, 6I 2.31, 2.13, 6.13, 6.14, 6.31, 6.32  R, D, E C.2 C.6 A.7
3. Understand the theories of learning styles, multiple intelligences and adapt and design instruction in order to use students' strengths as a basis of growth. 3A, 3K, 7B, 7F  3.11, 3.31, 7.12, 7.33 D, R, E  C.3 C.9

4. Understand and contrast how students' learning is influenced by a variety of factors, including home language, ethnic background, cultural values and socioeconomic status.

 3E, 3P,  3.14, 3.36  D, R, E A.11 C.5
5. Develop an understanding of the ways in which students learn and are influenced by their developmental stages and identify areas of modification in order to best meet the needs of learners. 2A, 2B  2.11, 2.12  D, R, E C.3 C.9
6. Gain increased knowledge about the ways in which teachers persist/adapt/adjust in helping all children achieve success. 3I, 4I  3.21, 4.33  D, R, E, T C.3

7. Determine and analyze through reflection on own life span, how the factors in our environment, including societal values, interface with various phases of and types of human development and may influence our lives and learning.

 3J, 10B, 10D, 9E  3.24, 10.12, 10.22, 9.22  R,E D.2
8. Observe children in a natural setting, develop and apply a variety of methods for gathering and reporting significant data relevant to the study of human development, including media sources. 6K, 9H 6.35, 9.31  R, C, T C.3 C.7
9. Gain and relate information and research about the major influences on developmental changes and individual differences. 9I  9.32  R, D, C  

Professional Dispositions

See detailed description and self-rating on each disposition

  • Attendance/Punctuality
  • Self-Initiative/Independence
  • Reliability/Dependability
  • Oral Expression
  • Written Expression
  • Critical Thinking Skills
  • Tact Judgment
  • Collegiality
  • Reflective Response to Feedback/Supervision
  • Interaction with Students/Peers/Teachers/Others
  • Desire to Improve Own Teaching Performance
  • Commitment to the Profession
  • Attitudes Towards Learners (seeks strategies that provide opportunities for all students)
  • Professional Ethics and Demeanor

Instructional Strategies

Your learning will include small and large group discussion and activities, lecture, videos, textbook reading, individual and group projects, field observations and research, reflection, class activities, and library and Internet research.

Diversity

Course Expectations

  1. Demonstrate at least the second highest level in all of the professional dispositions listed above (see assessment checklist for dispositions).
  2. Attend all class sessions. If you have to miss a class or portion thereof in the case of an emergency, you must make up the class by completing all required readings/tasks for the class and by having someone from class teach you what you missed. Missing more than 20% of the course may result in you earning a failing grade.
  3. All assignments are due on the date listed. Late work will be graded but may earn a reduced grade (10% per day past due date).
  4. All readings and assignments are posted on the course web site. It is your responsibility to check the site prior to class for updates and to link to readings and assignments.
  5. Prepare yourself thoroughly for class sessions by doing the necessary outside work and readings. Because of the intensive nature of the course (daily class sessions over a three week period), you will be expected to have at least "skim read" your textbook and prepared a draft of your Developmental Life Story and the four developmental profile assignments prior to the start of the course [see assignment descriptions below]. In addition to this work prior to the start of the course, you will be expected to do at least 4-5 hours of work outside of class each day in preparation for the next day's class. There will be in-class activities based on your homework and reading; thus it is essential that you keep up with all reading and out-of-class assignments in order to participate fully during class.
  6. Participate fully in class activities and discussions.
  7. Work cooperatively & effectively with others in class & on group assignments.
  8. Challenge yourself to make the most of in and out-of-class work. IMPORTANT*: If you already have evidence demonstrating your achievement of the expected knowledge and skills for any assignment, meet with Helen to develop an alternative assignment that further extends and challenges you and meets your needs.

Assignments & tests:

There will be a variety of course activities and assignments. To read a detailed description of each assignment and the grading criteria for each, click on the link for the assignment below. You will be expected to synthesize the information from readings, videos, observations, lectures and class discussions in the assignments that you complete.

 Assignment  % of grade  Due Date
Textbook exams
20%
4/9 & 4/23 
Developmental Life Story
20%
 4/22
Observations (3):
1. 2-6 year old observation
2. adolescent observation
15%
  1. 4/7
  2. 4/13

Development Profiles (4):
1. Children 0-2 Years Old
2. Children 2-6 Years Old
3. Children 6-12 Years Old
4. Adolescence

30%
  1. 4/6
  2. 4/8
  3. 4/12
  4. 4/13
Field Research (2):
1. Library/bookstore research
2. Toy store evaluation research
15%
  1. 4/20
  2. 4/21
 Total Course Grade:
A = 93% ....... A- = 90 - 92
B+ = 87-89 .... B = 83-86 ........ B- = 80 - 82
C+ = 77-79 .... C = 73-76 ....... C- = 70 - 72
D = 60 - 69
F = <60
IMPORTANT: I INVITE ANY OF YOU WHO HAVE ANY DISABILITY, EITHER PERMANENT OR TEMPORARY, OR ANY OTHER SPECIAL CIRCUMSTANCES WHICH MIGHT AFFECT YOUR ABILITY TO PERFORM IN THIS CLASS TO INFORM ME SO THAT TOGETHER WE CAN ADAPT METHODS, MATERIALS, OR ASSIGNMENTS AS NEEDED TO PROVIDE EQUITABLE PARTICIPATION. THANK YOU! HMR

Educ 1000 - Human Development Spring 2004 - Växjö University: Dr. Helen Mongan-Rallis

1000 Syllabus|Schedule|Assignments