Engaging Tweens And Teens
Brain-Compatible Approaches to Reach Middle & High School Students
EDUC 600
Course Syllabus and Assignments
Course Instructor: Joseph C’de Baca, MaEd. 303-766-1942, graduatecourses@q.com
Credit Hours: 3 Semester Credits Grade Type: Letter Grade
Course
Course Description:
This course examines new brain learning research findings and how they work with psychology. It looks at brain mapping, environment and genetic effects. How the brain goes through a variety of changes during adolescence is explained. The use of technology, computers, cell phones and other devices has changed how the brain is programmed and how adolescents in today’s society have changed. Strategies for engaging student in learning are presented to assist teachers and school administrators to improve academic performance. Educators will research the topic of teen brain and social development write and application essay or a project activity for implementation.
Course Learning Outcomes & Objectives:
1. Educators will review the new findings in brain research that explain how the brain learns, make new connections and how our thinking is changed through brain plasticity.
2. Participants will be presented with the various changes that the brain makes during adolescence and explore how technology and the media have changed how the brain functions with the new generations of students.
3. Educators will learn about making material meaningful, how emotions affect the brain and learning as well as how stress affects the brain and body.
4. Participants will explore techniques for managing student psychological states in order to engage them in learning and help them to recall and apply knowledge.
5. Educators will research this topic as it applies to student choices regarding drugs, promiscuity, and alcohol as well as to their broader decision-making abilities
Chapter Review/Reflections: Write several paragraphs summarizing the main ideas or information you thought was significant from each chapter in the book. Extended bullet points of main issues are also acceptable. See rubric for guidelines.
Chapter Contents:
1. What We Know About the Brain and Learning: Integrating Neuroscience Psychology
2. Mapping the Brain: New Findings in Brain Research
3. Environmental and Genetic Effects on the Developing Brain
4. The Brain During Adolescence: Making Sense of Technology, Media and Social Status
5. Making Material Meaningful: Connecting Emotions and Learning.
6. Stress and the Brain-Body Connection: Restoring Balance in the Classroom.
7. Managing Students’ Physiological States for Engaged Learning
8. Using Music Effectively to Enhance Learning
9. This is Your Brain on…: Understanding and Curbing Adolescent Substance Abuse
10. Drugs Than Enhance Student Achievement: Good Kids Making Bad Decisions.
Writing Assignments:
After the chapter reviews, write a two-page paper linking key concepts from the book Engaging ‘Tweens and Teens: by Raleigh Philip to your specific classroom context. By focusing your essay on an area of interest that is relevant to your teaching or professional experience, you will enhance your capacity to apply new concept learned in this class. You may choose to specifically focus your paper on classroom-management strategies from the book that are a change from your typical teaching methodology or instructional practice.
Email Assignments: graduatecourses@q.com Instructor Joseph C'de Baca 303-766-1942
Mail registration: Teachers Learning Center 8685 Aspen Circle Parker, CO 80134
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Grading
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Grade Distribution
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Chapter Reviews & Reflections
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30%
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90 - 100 = A
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DVD Movie Review/Reflection
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20%
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80 - 89 = B
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Project or Activity
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30%
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70 - 79 = C
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Application Essay
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20%
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0 - 69 = D - F
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Total
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100%
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Letter Grade
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Possible Points Points Earned |
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A
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90-100
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100
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B
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80-89
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70
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C
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70-79
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50
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Re-Write Assignments
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Based on Rubric Score
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Academic Standards: Academic standards that apply to this course will vary from state to state. Visit your district or state educational websites for academic standards that may apply to specific courses or subject areas and apply them as needed.
Engaging Tweens and Teens:
Chapter Reviews/Reflections
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Chapter Reviews
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Basic (50 pts.)
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Proficient (60 pts.)
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Advanced (70 pts.)
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Read the book and write chapter reviews and reflections for each chapter.
Write 3 to 6 paragraphs summarizing the ideas, knowledge, and information that you thought was significant from each chapter.
Consider reflecting on a paragraph or a concept that was enlightening and applicable to teaching.
Address or apply any state, district, or national academic standards.
Expanded bullet points of main issues are also acceptable.
Include your personal
experiences, ideas, and critical analysis.
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Writes a basic narrative of the chapters’ contents.
Includes major points expressed by the author.
Includes at least one citation or example.
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Writes a general narrative of the chapters' contents with limited personal reflection.
Expresses major points of each chapter.
Writing includes any state, district, or national academic standards that apply.
Includes several citations or examples.
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Writes a complete narrative of the main points of each chapter.
Writes personal reflections that include the student's experiences with these issues as they relate to their personal classroom experience.
Expresses major points of each chapter and provides in-depth elaboration.
Includes any state, district, or national academic standards that apply.
Includes critical analysis of the course’s positive and/or limiting content and offers solutions as they apply to instructional applications in classrooms and schools.
Error-free.
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Research Article Review Rubric Assignment:
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Article Review
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Basic (10 pts)
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Proficient (15 pts)
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Advanced (20 pts)
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Research course topic and locate a relevant article that relates to the course content.
Write an article review and personal reflection connecting article with the course content and school environment.
(3 to 6 pages)
*Include a copy of the article utilized in this assignment.
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Writes review of article with basic citation information and briefly shows connection between course and article content.
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Writes review of article with a few references of information.
Some critical analysis and solutions.
Explores the connection between course and article content, showing full understanding of both interrelationship for teaching considerations.
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Writes review of article with several informative references and thoroughly demonstrates the connection between article and course content.
Reflection incorporates abstract and critical analysis and alternatives or solutions.
Personal experiences and perspectives are included.
Review applies information learned to potential classroom situations.
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Engaging Tweens and Teens
Required Lesson/Unit Plan or Activity Rubric
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Activity Lesson/Unit Plans
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Basic (10 pts.)
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Proficient (20 pts.)
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Advanced (30 pts.)
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Write a unit or lesson plan, project or activities that demonstrate the course concepts in a school classroom or instructional environment.
(3 to 6 pages)
Other activities include: staff development,
state academic standards, parent outreach, department or committee work, curriculum development, presentations, and school events.
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Creates a minimal activity and lesson plan that briefly demonstrates a simple application of a course concept or strategy that can be utilized in classrooms for instructional and/or evaluative applications.
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Creates a general activity and lesson plan or unit plan that demonstrates two or more course applications of the various topics or concepts.
Includes any state, district, or national academic standards that apply.
Contains a variety of teaching or learning styles and concrete or abstract practical applications of a concept from the course
materials.
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Creates a detailed activity and lesson plan or unit plan that includes a variety of teaching and learning styles.
Contains concrete and abstract activities for practical classroom applications of several concepts from the course content.
Addresses any state, district, or national academic standards in the activity.
Creates a lesson plan or activity that helps students utilize course content to apply the knowledge or skills to school curriculum for their affective needs and improving academic achievement.
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Final-Application Essay Rubric Assignment
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Final-Application Essay
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Basic (10 pts.)
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Proficient (20 pts.)
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Advanced (30 pts.)
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Write an essay
(3 to 6 pages ) combining all the course content or assignments and show how they can be applied to teaching students, schools settings and staff and personal development.
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Writes an essay addressing how the course content can be applied to classroom instruction, student achievement, and the overall school environment.
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Writes an essay with one or two examples of how various course concepts can be developed and implemented in the classroom and school environments.
Writing addresses any state, district, or national academic standards.
Addresses instructional methods, teaching strategies and effective lessons as well as students' affective needs and academic achievement.
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Writes a thorough essay with multiple examples of how various course concepts can be developed and implemented in classroom and schools.
Includes student's personal and experiential reflections and any state, district, or national academic standards that apply.
Writing has critical analysis of the course’s positive and/or limiting content and offers solutions as they apply to instructional applications in classrooms and schools.
Addresses instructional methods, teaching strategies and effective lessons as well as the affective needs of students along with academic achievement.
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Joseph C'de Baca with any questions.
info@graduatecoursesonline.com
1-303-766-1942
Teacher's Learning Center
8685 Aspen Cir.
Parker, CO 80134
