ED 233 Adolescent Learning and Development

Lecture Hours: 3
Credits: 3

Examines adolescent cognitive and social development and how it relates to learning theory. Discusses best practices of teaching in middle and high school settings. Explores varied learning styles and cultural factors that impact adolescent learning and instructional strategies that create a productive learning environment.

Prerequisite: Placement into WR 115 (or higher), or completion of WR 090 (or higher) with a grade of C or better; or consent of instructor.
Student Learning Outcomes:

Describe and use examples to illustrate major theories of adolescent development.
Explain the cognitive and social process of learning in the middle/high school years.
Define adolescent learning theories and compare and contrast these theories and their implications for classroom instruction and management.
Identify factors of student motivation in the middle/high school years, including exposure to higher education opportunities.
Discuss the complexities of learner diversity and the need for differentiation.
Assess and apply varied techniques to accommodate for student differences.

Content Outline

Theories of Learning in Middle/High School Education
Application of theory to instructional practice and classroom management
Implications of learning theory on students with varied learning needs and cultural differences
Adolescent development in the Context of Human Development
Cognitive and social process of learning in middle/high school years
Motivation and Learning in the Middle/High School Years
Learner Diversity in the Adolescent Years
Cultural understanding of diverse students in the classroom environment
Second language learners in the adolescent years, and explanation of bilingual education practices
Culturally sensitive practice including family inclusion and connection
Differentiation between learning needs of all students in the classroom, including special needs students and gifted students
Student Assessment in Middle/High School
How assessment can enhance or detract from student learning