course syllabus, fall 2014 - sacramento city college · human development: a life span course...

Norman Lorenz, Ed.D., Sacramento City College, Fall 2014

FAMILY AND CONSUMER SCIENCE (FCS) 324 PSYCHOLOGY (Psych) 370

HUMAN DEVELOPMENT: A LIFE SPAN

Course Syllabus, Fall 2014

Contact Information Instructor: Norman Lorenz, Ed.D.,

916-558-2249

[email protected] www.scc.losrios.edu/normanlorenz Office Location: Rodda South 287

Student Office Hours: Main Campus

M-11:30 -12 p.m. (CDC lab) & 4:30-5 p.m.;

W- 11:30 -12 p.m. (CDC lab) & 3:00-3:30 p.m.;

T-Th- 2:30- 3:30 p.m. or By appointment, D2L text message or

Skype: norman.lorenz For Google Communications- [email protected]

August 25/26- December 15/16

Monday/Wednesday- 12-1:20

p.m.

FCS 324 16399; PSY 16400

Child Development Center, Room 208

To Access Class

Desire to Learn Student

Learning Management System www.d2l.losrios.edu;

Google Apps for the portfolio

https://apps.losrios.edu/login.html

Tuesday/Thursday- 1-2:20 p.m.

FCS 324 15946; PSY 16006

Performing Arts Complex,

Room 201

3 Units/ UC & CSU Transfer

Networks: http://www.epsilen.com/nhlorenz

http://www.facebook.com/norman.lorenz.98 https://twitter.com/lorenzn

http://www.linkedin.com/pub/norman-lorenz-m-ed/1b/805/5b7/

Resources

https://evernote.com/

Required Text:

INTRODUCTION TO LIFE-SPAN HUMAN DEVELOPMENT

Discovery Series: Introduction to Lifespan (with Psychology CourseMate with eBook Printed Access Card), 1st Edition Spencer A. Rathus Textbook ISBN-10: 0-8400-3006-1

Physical Text Purchase: SCC Bookstore http://bookstore.scc.losrios.edu/home.aspx or www.amazon.com Electronic Text Purchase: 978-0-8400-3002-3 CourseMate Instant Access for Rathus' Discovery Series: Introduction to Lifespan, 1st Edition by Rathus | CengageBrain Source: cengagebrain.com Buy (978-0-8400-3002-3) CourseMate Instant Access for Rathus' Discovery Series: Introduction to Lifespan, 1st Edition by Rathus from CengageBrain.com, Discount Textbooks. Course Key: FCS 324-PSY 370- Human Development: A Lifespan Course Key: CM-9780840030030-0000079 Text Website: http://coursemate.cengage.com/CPReader/View/9780840030030/default.aspx?eISBN=9780840030030#37618201-7589-4e11-b7b0-fe3b760105b8

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Required Supplemental Materials: Supplemental text, resource materials and reading assignments may be provided by the instructor at https://apps.losrios.edu/login.html.

An e-Portfolio flash drive with tabbed folders to retain information sections and chapter resources are located at: https://apps.losrios.edu/login.html. All other assignments will be turned in at www.d2l.losrios.edu.

Catalog Description: This course will provide an overview of the physical, cognitive, social, and emotional development, development from conception through the life span. The emphasis will be on the practical application of development principles. The course is designed as a foundation course for careers in educational, social, psychological, and medical fields. Course Student Learning Outcomes & Objectives: Upon completion of this course, the student will be able to:

1. Identify developmental factors that are influenced by heredity and environment. 2. Define and give examples of developmental domains. 3. Compare and contrast major aspects of development during the life span. 4. Evaluate the research on the influence of nature and nurture. 5. Analyze how the concept of gender influences development. 6. Compare and contrast how identity is developed and how identity changes during the life span. 7. Analyze a major life event and/or time period based on life span theories. 8. Discuss examples of cultural factors that shape development and influence values, attitudes and beliefs. 9. Describe and give examples of how the Scientific Method can be used to evaluate research in life span

development.

Fall 2014: TENTATIVE CLASS SCHEDULE (SUBJECT TO CHANGE) August 25/26- December 15/16, 2014

Date Chapter #SLO Chapter & Lecture Assignments Due M/W 8/25-27 T/Th 8/26-28

Overview

#1-9

Introductions, Syllabus, Course Overview, Text Website, Writing Resource & d2l http://d2lresources.losrios.edu/ & Google apps for portfolio- https://apps.losrios.edu/login.html

Other resources: RSA- Who We Are- http://www.thersa.org/about-us/who-we-are USA web link- http://www.thersa.org/fellowship/where-you-are/usa

D2L orientation Familiarity of Writing Resource http://d2lresources.losr ios.edu/ http://www.mypersonality.info/

Monday September 1, Labor Day, No school

M/W 9/3 T/Th 9/2-4

Core Concepts Chapter 1 What is Life Span Development?

#1-9

Group Project overview & assign/Obs. Skills/Research Observation & Methodologies of Learning & Introductions: Small Group Learning Community Cohort large group share Multiple Intelligence & Thinking Styles 1 Introduction – What is Life Span Development http://www.youtube.com/watch?v=YmwwrGV_aiE

Introduction to Life Span- Who am I, why am I here and What I want to learn (SLO)

M/W 9/8-10 T/Th 9/9-11

Chapter 2 Beginnings Did you Know? http://www.youtube.com/watch?v=YmwwrGV_aiE

#1,2,4,8,9 Chapter 1: Small Group Learning Community Cohort large group share Biological Beginnings & Prenatal Development & Birth “The Developing Child #5” http://www.learner.org/vod/vod_window.html?pid=1514

e-Portfolio introduction/ Attendance Participation, Code of Conduct, MI, PTT due to the drop box by 9/7 & closes at 11:59 p.m.

M/W 9/15-17 T/Th 9/16-18

Changing the Education Paradigms: http://www.youtube.com/watch?v=zDZFcDGpL4U&feature=relmfu

#1,2,4,8,9 Chapter 2: Small Group Learning Community Cohort large group share Independent Study to meet in small groups to discuss oral project rubric

Quiz Ch. 1 & D2L Discussion board

M/W 9/22-24 T/Th 9/23-25

Chapter 3 Infancy- www.rie.org

#3,4,5 Physical, Cognitive Social & Emotional Development in Infancy Extra Credit opportunity: include in summary: “Babies” http://www.filminfocus.com/babies

Group Project sign up Quiz Ch. 2 & D2L Discussion board

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Reserve

http://www.pitc.org/pub/pitc_docs/home.csp

Meet in Computer Lab for e-port overview, & google drive share

M/W 9/29-10/1 T/Th 9/30- 10/2

Chapter 4: Early Childhood

#4,5 Chapter 3: Small Group Learning Community Cohort large group share Physical, Cognitive Social & Emotional Development in Early Childhood http://www.ted.com/talks/lang/eng/sir_ken_robinson_bring_on_the_revolution.html Preparation for Montessori tour: Superwoman has already been here: http://www.youtube.com/watch?v=zQl-7Lmm4hE

Quiz Ch. 3 & D2L Discussion board 9/2-9/25 DB & Quizzes Chapters 1,2,3 closes 9/28 11:59 p.m.

M/W 10/6-8 T/Th 10/7-9

Family Development http://www.ted.com/talks/bruce_feiler_agile_programming_for_your_family.html

#4,5 Chapter 4: Small Group Learning Community Cohort large group share c Early Childhood- The Learning Class- M.I. #4 http://www.learner.org/vod/vod_window.html?pid=1861 Observation 1 presentation/peer assessment

Research Summary

M/W 10/13-15 T/Th 10/14-16

Chapter 5: Middle & Late Childhood Superwoman- http://www.youtube.com/watch?v=zQl-7Lmm4hE Bullying series- www.kcra.com/bully

#5,6 Dalton Sherman keynote: http://www.youtube.com/watch?v=HAMLOnSNwzA Physical, Cognitive Social & Emotional Development in Middle Childhood http://www.edutopia.org/clear-view-charter-elementary-school Extra Credit opportunity: include in summary: “Won’t Back Down” http://www.youtube.com/watch?v=0J5-w7a78Xg "Waiting for Superman" http://www.youtube.com/watch?v=8rmSldhnSDc "Beyond the Blackboard" http://www.youtube.com/watch?v=YNpaHnTt4eA "Race to Nowhere” http://www.youtube.com/watch?v=Uem73imvn9Y “Bully” http://www.youtube.com/watch?v=eUy2ZWoStr0

Chapter 5: Small Group Learning Community Cohort large group share

Quiz Ch. 4 & D2L Discussion board Observation 1 deadline to the drop box by 10/19; closes 11:59 p.m.

M/W 10/20-22 T/Th 10/21-23 Mid term week

Chapter 6: Adolescence http://www.aap.org www.healthychildren.org Anti-Bullying campaign Here is their Facebook page: https://www.facebook.com/TheHARTForce?ref=ts&fref=ts Here is their website: www.thehartforce.com

#5,6,7

Physical, Cognitive Social & Emotional Development in Adolescence http://www.maniacworld.com/are-you-going-to-finish-strong.html http://www.edutopia.org/project-based-learning-overview http://www.youtube.com/watch?v=bwVVpwBKUp0 Development and Learning across Youth Programs in School http://www.ted.com/talks/andreas_schleicher_use_data_to_build_better_schools.html Chapter 6: Small Group Learning Community Cohort large group share http://www.edutopia.org/lucas-goleman-casel-sel-video Extra Credit opportunity: include in summary: “Boy’s Don’t Cry” or “Perks of a Wallflower” or “Stand By Me”

Quiz Ch. 5 & D2L Discussion

M/W 10/27-29 T/Th 10/28-30

Research summary presentation

#1-9 Saving the world from childhood to adulthood http://www.ted.com/talks/jane_mcgonigal_gaming_can_make_a_better_world.html Childhood & Adolescence- Seasons of Life http://www.learner.org/vod/vod_window.html?pid=452

Quiz Ch. 6 & D2L Discussion board

M/W 11/3-5 T/Th 11/4-6

Chapter 7 & 8: Early & Middle Adulthood www.foundationccc.org; Discuss Observation 2 expectations

#8,9 How To Find and Do Work you Love: Scott Dinsmore: http://tedxtalks.ted.com/video/How-To-Find-And-Do-Work-You-Lov;search%3Ascott%20dinsmore%20 Physical, Cognitive Social & Emotional Development in Early & Middle Adulthood Research presentation Independent class time to complete oral presentation Q & A

9/29-10/30 DB & Quizzes, Chapters 4,5,6 due 11/2 closes 11:59 p.m. Research summary close 11/2; closes 11:59 p.m. Post oral project draft outline due

Veterans Day, November 11 No school (Tuesday class only)

M/W 11/10-12 T/Th 11/13

#8,9 Early Adulthood- Seasons of Life http://www.learner.org/vod/vod_window.html?pid=455 Observation 2 expectations Independent class time to complete oral presentation Q & A

Quiz Ch. 7 & 8 D2L Discussion board

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Quote: Begin… Phy/Cog

M/W 11/17-19 T/Th 11/18-20 Quote: Begin… Phy/Cog

#8,9 Middle Adulthood- Seasons of Life http://www.learner.org/vod/vod_window.html?pid=455 Chapter 7 & 8: Small Group Learning Community Cohort large group share

Quiz Ch. 7 & 8 D2L Discussion board Observation 2 summary due and closes 11/23; closes 11:59 p.m.

M/W 11/24-26 T/Th 11/25 Quote: Soc/Em P/T/T

Chapter 9: Late Adulthood Independent small group meeting www.aarp.org

#8-9 Physical, Cognitive Social & Emotional Development in Late Adulthood Independent Small group to formalize Oral Project outline with bibliography Late Adulthood- Seasons of Life http://www.learner.org/vod/vod_window.html?pid=455 C

Post Formal Oral Project Outline to small group area based on rubric; include each participants responsibilities

Thanksgiving Break, November 27-28 No school

M/W 12/1-3 T/Th 12/2-4 Quote: Soc/Mor & Endings

Chapter 10: Endings http://www.quotegarden.com/sympathy.html l http://www.youtube.com/watch?v=LMex8TvqAQE

#1-9 Physical, Cognitive Social & Emotional Development at the End of Life Resoures: http://www.calhospice.org/ Small group cohort prompt discussions Palliative Care weblink- http://www.permanente.net/homepage/doctor/shellygarone/ Extra Credit opportunity: include in summary: “What About Bob” http://www.youtube.com/watch?v=ptmP1lziJw4 “The Way” http://www.youtube.com/watch?v=tzFV1Ixof0Q Chapter 9 & 10: Small Group Learning Community Cohort large group share http://www.learner.org/vod/vod_window.html?pid=466 #11- Death, Dying & Bereavement

Quiz Ch. 9 D2L Discussion S9 The Giraffe! http://www.youtube.com/watch?v=G_Z3lmidmrY Summary of Accomplishments and portfolio due Quiz Ch. 10 D2L Discussion 10 11/3-12/4 work & Quizzes Chapters 7,8,9,10 & Summary close 12/7 11:59 p.m.

Reserve M/W- 12/8 T/Th- 12/9

#1-9 LRC Computer lab- LRC & prepare for oral project peer grading

Complete Portfolio

Final Exam 12/10 12/11

M/W- 12-1:20 p.m. T/Th 1-2;20 p.m.

#1-9

Group Oral Presentations 212* www.youtube.com/watch?v=FpJQqzJj534

12/10- M/W 12-12:10 Opening 12:10-12:35 12:40-1:05 Scoring 1:10-1:20

12/11- T/Th 1-1:10 Opening 1:10-1:35 1:40-2:05 Scoring 2:10-2:20

Final Exam M/W 12/15 T/Th 12/16

M/W- 12:45-2:45 p.m. T/Th- 12:45-2:45 p.m.

M/W 12/15 12:45-12:55 Opening 12:55-1:20 1:20-1:45 1:45-2:10 2:10-2:35 Closing and

T/Th 12/16 12:45-12:55 Opening 12:55-1:20 1:20-1:45 1:45-2:10 2:10-2:35 Closing and

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survey 2:35-2:45 pm

survey 2:35-2:45 pm

Course Requirements: Each student is expected to participate in all forms of classroom content, including class discussions and group activities, as well as completing textbook and homework assignments and on line examinations. Instructional Methods, Pedagogies and in class activities that strengthen Student Success: Lectures will be presented on the socialization process and influences. Large and small group discussions will be conducted to problem-solve issues based on text reading. Multimedia presentations, guest presentations, field studies and demonstrations will be part of in-class activities. Students will be asked to apply theory and research presented in the text to scenarios in the life and where they may be applied across the career path. Students will use critical thinking skills to decipher which theories are applicable in different situations and ideally follow this five-step process to recognize content and bring about contextual meaning as to how the information may integrate into career path development.

1. Read the assigned text information and class lecture outlines prior to the class period; 2. Participate individually in topic orientations of the content that creates small group prompted

discussions 3. Share these small group perspectives based on the research presented as it relates to the large

group 4. Integrate the individual; small and large group perspectives with a second reading that relates the

discussion board responses to address student-learning outcomes, equate into educational goals, and develops career path inspirations.

5. Finally, through these multi directional/dimensional venues of learning, prepare and complete assignments including discussion boards, observations, research, and assessments and they contribute to overall teaching and learning to student success.

The Seven Principles of Montessori Education are used as Instructional Pedagogies in the Community College Classroom

The value of the preceding information sets the stage for the student to gain access and participate in an environment that is enriched with the promise to share prior knowledge in a way that links with the current trends and issues facing our careers and work lives. In order to create success in learning, the following seven principles are guides to the professors professional conduct that seeks to promote eventual changes in how the students participates in their own education (Montessori, 1967).

Respect for the student learning with prior knowledge The absorbent mind- The ability apply and analyze basic knowledge The process of Normalization- Creating a trust in building the relationship The Sensitive periods- Based on trust in the relationship, an awareness that development of

knowledge increases as the student applies critical thinking such as problem solving and decision making

The Prepared Environment- The physical space is vital to offering student centered engagement Preparation of the Teacher- The role is to come prepared with content and demonstrate flexibility

regarding the needs of the students as they will build the contextual value; meaning erupts Role of the student adult to be defined and explained as these developmental characteristics are

carried out in the adult classroom and environment such as “work environment” On Course Instructional Qualities to Student Success- http://www.oncourseworkshop.com/On%20Course%20Principles.htm

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Self Responsibility Self Motivation Self Management Interdependence Self Awareness Life Long Learning Emotional Intelligence Self Belief

Classroom Conduct:

• All Students are required to attend class regularly and with a timely arrival!! • Purchase a copy of the textbook (tests are based on the lecture, class meetings, and textbook) • Read assignments prior to each class meeting • Take notes during class lectures • Contribute to class discussions when appropriate • BE RESPECTFUL of others in this learning environment as you participate in class • Follow the Guidelines for Student Conduct outlined in the SCC Student Guide • If you need assistance, please see me. Cheating, plagiarism, harassment and disruptive behavior

will result in dismissal from the course. • Drinking water is allowed in class • This is an adult class; please leave children at home or in the care of a guardian during class.

Contact the SCC Child Development Center or arrange for alternate child care & development services

• Retain all handouts and assignments for reference during the course • Hand in assignments and projects on time • Be willing to give thought, effort and concentration to each assignment or project • Be prepared to fully participate in group discussions or projects • All Cellular phones, pagers, CD players, radios, and similar devices shall be on vibrate only in the

classroom and laboratory facilities. Please refrain from use of texting and/or phone during the class period; if you “must” take a call or text, it is expected that you exit the classroom. Realize that this warrants being absent from class. Reasonable laptop-size computers may be used in lecture for the purpose of taking notes and/or assessments.

Grading: Accumulated points on exams, class assignments, attendance and participation will compute student grades. Grading is on a percentage basis, not a class average. All required assignments are advised to be completed and turned in on due dates and must be received by the deadline date in order for a grade to appear for that assignment at the end of the semester. Assignments SLO # Points Grade

Percentage Class Attendance & Participation (32 days @ 5 pts.) 8 160 13% 10 Discussions (D2L)- (10 @ 15 pts.) 1,2,3,6 150 12% Chapter Quizzes 1-10 (10 @ 30 pts.) 1-9 300 25% Two Life Span Observations (Choose 2 from 4) (2 @ 50 pts.) 2,3,5,8 100 16% Life Span Topic Group Presentation (200 pts.) 1-9 200 16% Current Life Span Research Topic Summary (100 pts.) 4,9 100 9% e-Portfolio Resource- Flash Drive- Introduction/Summary (100 pts.) 1-9 100 9% Total Points for Class 1055 100% Rubric & Grading Students will be graded based on three levels of criterion: Content; Relevancy, & Structure. Grading Rubric 100-90 % Advanced 89-80 % Proficient 79-70 % Basic 69-60 % Below Basic All categories met

Categories addressed

Categories unclear

Categories not met

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Content ! Clearly communicates a

central idea/thesis worthy of development and sufficiently limited to be manageable

! Has a clearly stated thesis or

central idea, but may have minor lapses in development.

! May develop paragraphs

that are related individually to the main idea, although the relationship may occasionally be unclear

! Does not have a clear

central idea or does not respond clearly to the topic.

Relevancy ! Employs sophisticated

transitional sentences to develop one idea from the previous one or identify their logical relations

! Offers generally relevant

evidence and reasons to support its points.

! Often depends on

unsupported opinion or assumes that evidence speaks for itself.

! May have paragraphs

that lack topic sentences or main ideas, or that present ideas too general or too specific to be developed effectively.

Structure ! Uses sentences that are

varied, clearly structured, and carefully focused

! May contain a few errors that

distract the reader but do not impede understanding

! May contain several

mechanical errors which may temporarily confuse the reader but do not impede understanding

! Contains several

awkward or ungrammatical sentences.

Grades Grade Percent Conversions A= 90% - 100%; B= 80% - 89%; C 70% - 79%; D 60% - 69%; F below- 59% (re-submit)

Assignments Summary:

• Reflective discussion boards include specific assignments as well as personal opinions on textbook assignments, media presentations and/or classroom discussions.

• The Life Span observations and research study includes written observations including developments in the chapters, a comparison with theories of development, and an oral class presentation.

• Exams assess the student's ability to define terms, state conclusions of research studies, as well as recall specific information. Exams are open-book with true/false, multiple choice and short answer essay questions.

• Summary of Current Research and other assignments as given in class. • All work must be typed, 12-point font, double-spaced. A handwritten version will not be accepted.

Late Assignments need prior arrangements from the instructor. All concerns about your progress in this class can be discussed by appointment. PLEASE AVOID WAITING UNTIL THE END OF THE SEMESTER. PLAN YOUR TIME WISELY. Attendance: (32 @ 5 points totaling 160 points)

• Students must be in attendance a minimum of 80% to pass the course or may be dropped after six absences. • Students who arrive more than 10 minutes late will be marked absent. • Students must contact the instructor by e-mail to receive an excused absence if unable to attend class and have

a valid reason for an excused absence. It is recommended that any appointments be made around class hours. • During the semester, the instructor may DROP a student from class when the student has missed five classes in

a row without notifying the instructor. • It is the Student's responsibility to drop a class or risk receiving an "F" grade. • It is the students’ responsibility to get missing notes and assignments from other class members. • Exam make-ups or late homework assignments will not be accepted without prior approval of the instructor.

Discussion Group (D2L): (10 @ 15 points totaling 150 points) This exercise is based on your view points of the topic areas based on readings and small group exchanges. Chapter One--The Life-Span Developmental Perspective Chapter 1. Core Concepts Appendix--Careers in Life-Span Development

Chapter Two--Beginning Biological Beginnings, Prenatal Development and Birth

Chapter Three--Infancy Physical, Cognitive, Social & Emotional Development in Infancy

Chapter Four--Early Childhood Physical, Cognitive, Social & Emotional Development in Early Childhood

Chapter Five--Middle and Late Childhood Physical, Cognitive, Social & Emotional Development in Middle & Late Childhood

Chapter Six--Adolescence Physical, Cognitive, Social & Emotional Development in Adolescence

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Chapter Seven--Early Adulthood Physical, Cognitive, Social & Emotional Development in Early Adulthood

Chapter Eight--Middle Adulthood Physical, Cognitive, Social & Emotional Development in Middle Adulthood

Chapter Nine--Late Adulthood Physical, Cognitive, Social & Emotional Development in Late Adulthood

Chapter Ten--Endings Physical, Cognitive, Social & Emotional Development affecting Death, Dying and Grieving

Chapter quizzes: (10 @ 30 points totaling 300 points) Assessments Internet Website: https://d2l.losrios.edu/ (See quizzes) Under quizzes, choose the section for which you are taking the assessment. Once you’ve taken the assessment and submitted for scoring, you can check the grade book for your score. These scores will be transferred to your full grade for the course. Written Observations Options on Age/Stages of Development: (2 @ 50 points totaling 100 pts.) Written observations are required for each of the following developmental areas: (1) Child Related- school setting, private/public school; (2) Church or community setting- example, senior center, community meeting- example Rotary; (3) Governmental entity- examples- park and recreation, city council, county supervisors, court system; or community access channel; & (4) Death/dying related- Read a series of memorial obituaries; learn about a memorial service or visit a grief counselor or group. Note the due dates in the class schedule. Based on choosing Observation 1 and your choice of 2,3, or 4, each observation must include a summary of what you observed and which theories it supports based on the textbook. (Required) 1. School/Education Setting includes any and all levels of development, including but not limited to social/emotional, physical or gross & fine motor skills and/or cognitive development.

Write a summary that explains what you observed and learned about physical growth and development. Refer to the growth charts in the textbook to explain why you think the child is developing in the manner you observed. Include photos, children's art or samples of writing to document what you observed. There is a form on the D2L website under content that you can use to complete this assignment as well as using this website as a resource, http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm.

(Choose 1 from the following 3.) 2. Local Community setting- example, senior center, community, board, hospital, church, assisted living, a meeting such as a Rotary. This observation looks at how community expresses and labels their feelings of happiness, anger, disappointment, sadness or guilt. It also examines how they handle frustration and anger. Observe this setting with regard to interaction with other people in the setting you observe. Describe the setting, who contributed to the setting, and what happened. Use exact quotes of what was said between the interactions of the people present. Write a summary of what you observed and compare your observation to the stages of development described by Erikson. Determine the temperaments (Chess & Thomas) if any, and the impact of other influences on the social development such as gender (Kohlberg) and the environment, or culture. http://www.psychpage.com/family/library/temperm.htm 3. Governmental or Administrative Entity- examples- park and recreation, city council, county supervisors, state legislative, hospital or assisted living, administrative & court systems; i.e., community access channel. This observation focuses on how community works based on governmental policy and protocol. It looks at the way we think, recall facts, recall previous activities, develop language skills, solve problems, understand cause and effect, learn employment skills, and express oneself through creative outlet and activities.

Write a summary of what you observed and how it relates to the research in the textbook about information pertaining to this area of social observation. Use Howard Gardner’s Multiple Intelligence to compare or contrast, or others to what you observed. http://www.businessballs.com/howardgardnermultipleintelligences.htm

4. Death/Dying/Grieving- Read a series of memorial obituaries; learn about a memorial service or visit a grief counselor or group, assisted living or an over 55 community or establishment.

Write a summary of this section involving the ideals in the chapter on this subject matter including stages process of death acceptance, according to Kubler-Ross. http://www.businessballs.com/elisabeth_kubler_ross_five_stages_of_grief.htm

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ORAL PRESENTATION OF A TOPICAL LIFE SPAN SECTION (200 points) Groups will be designed around the section you would like to study and present. Your group will discuss the observations, and plan a classroom presentation that describes a typical growth and development based on the section you're studying. Be creative and use visual aids, role plays, multi-media or any other techniques that make your presentation interesting. All members of the group are graded based his/her participation in the presentation. Grading Criteria Points 125 Content: Presentation Relevancy and Concepts 50 Ability to describe the major aspects of developmental milestones and how they relate to your career path

/50

50 Shows Knowledge of approaches within the theories presented

/50

25 Describes own opinion as to the most meaningful parts of the theorist as it relates to life span and career path

/25

Total

/125 50 Relevancy: Connects to Career Path 25 Lecture form/visual presentation- as it connects to life span

/25

25 Props used to exemplify approach in meeting all learning styles

/25

Total

/50 25 Structure: Preparation and rationale Professional appearance

/25

Grading percentage scale: 100-90- A 89-80- B 79-70- C 69-60- D 59- 0- F

/200

Grade Summary of Current Research:

Part I: Written Summary (50 points) Choose one of the topics covered in this textbook and in this course. It can be on any topic that interests

you from the age span of birth to old age, i.e., the life span groups. You may use any RESEARCH JOURNAL (such as Child Development or Developmental Psychology) or on-line resource. Guidelines for research methods may be in D2L under Writing Short essays.

Examples: http://www.hfrp.org/research-areas ; www.preschoolcalifornia.org; http://nieer.org/; www.wested.org (See the content page in D2L for more resources.)

Written Summary questions: Include the title of the research, author, date, and the name of the research journal; the name of the

newspaper or magazine, article title, dates, and author if available. Summarize the main point of the research based on the rubric: Overview, thesis statement of the research, your interest in why you chose the article, in your opinion, how it provides school readiness for the student learner and finally, how this article connects to your career path.

Your written summary needs to respond to these questions in complete paragraphs. Do not simply answer the questions. Type your summary in 12-point font double-spaced and submit it along with the article itself to the drop box in d2l under “research summary”.

Part II: Discussion and Presentation (50 points) Summarize the research based on the above rubric and present the main points orally to a selected

group. Limit your presentation to 3-5 minutes. You will be assessed by a peer in your group using the rubric.

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e-Portfolio Resource: (100 points) Go to: https://apps.losrios.edu/login.html; access the google apps by your w”id”@apps.losrios.edu To turn in the folder, you will “share” with instructor at [email protected] It is expected that the student will compile all information related to Theories of Development with the following categories. Each Section is worth 10 points. In order to obtain the initially provided resources, you will have the folders shared with you via the instructor. Once you have compiled all the information in your own folder, you will share the folder with the instructor at the end of the course

- E-portfolio folder by student: - Last name, first name “Course number and title” season/year (Su13)

Material resources • Tabbed folders • General overview and introduction to Life Span Development- A two page minimum

double space 5 paragraph essay using the “Writing Resource” with MLA formatting. Introduce yourself (how you identify yourself), one point of what brings you or interests you in taking this class and how your interest what you hope to learn based on at least one of the Student Learning Outcomes listed. See the writing rubric for details on grading.

• Section 1-10 Chapter presentations • Section 1-10 Discussion responses • Observations • Research Summary & article • Oral Presentation material & resources • Summary of Life Span Development- A two page double space exercise using the

“Writing Resource” with MLA formatting. Summarize what you have learned in this course according to the SLO you defined in your introduction. Capture one element that you will use in your career path and professional development. Remember you can include and incorporate one of the movies referenced in the syllabus from one of the developmental life spans for up to an extra 25 points credit. See the writing rubric for details on grading.

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FAMILY AND CONSUMER SCIENCE (FCS) 324

PSYCHOLOGY (Psych) 370 HUMAN DEVELOPMENT: A LIFE SPAN

GRADE REPORT & PORTFOLIO RESOURCES

Students Name: Assignments Points Grade Percentage Class Attendance & Participation (32 sessions @ 5 pts.)

160 13%

Chapter Quizzes Chapters 1-10 (10 @ 30 pts.) 300 25% 10 Reflective Discussion boards (10 @ 15 pts.)

150 13%

Two Life Span Observations (choose 2) (2 @ 50 pts.) 1. School and Education 2. Church/Community 3. Governmental Entity 4. Death/Dying

100 16%

Life Span Topic Group Presentation (200 pts.)

200 16%

Current Life Span Research Topic Summary (100 pts.)

100 9%

e-Portfolio Resource- Introduction of Student view of Life Span Development - 25 pts. Tabbed folders for: 1-10 Discussions 10 pts.. 1-10 Chapter resources 10 pts. Observations 10 pts.. Life Span Topic Group Presentation 10 pts.. Research Topic Summary 10 pts. Summary of Course 25 pts.

9%

Total Points for Class

1055 100%

Final Course Points Grades Grade Percent Conversions 1170- 1053 = A 100-90% 1052 - 936 = B 89-80% 935 - 819 = C 79-70% 818 - 702 = D 69-60% 701 and below = F (Resubmit) 59-50%

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Group Project Assignments on Life Span perspectives & Careers In Life Span Development -- Beginnings

Explain the process of the biological functions and the importance of these stages- Nature/Nurture Debate

Theory support into Practice: John Watson, B.F. Skinner, & Arnold Gesell

Group 2 Physical & Cognitive Development

Analyze the changing developmental aspects that affect the changing trends in society from infancy through late adulthood.

Theory support into Practice: Lev Vygotsky & Jean Piaget

Group 3 Social & Emotional Development Analyze these areas of development as they alter society’s values for these age groups from infancy through late adulthood Theory support into Practice: Sigmund Freud & Eric Erickson

Group 4 Personality Traits and Temperaments Development Differentiate the importance of race, culture and ethnicity to the developmental perspectives on such items as gender roles, sexuality, and/or family values as they are played out through the life span. Theory support into Practice: Brofenbrener, Gardner, Chess & Thomas

Group 5 Social/Moral Development Examine the roles, functions and services the career path provides to individuals and families with regard to examples such as how the resources are supportive within such items as self development, environment, social and/or moral character.

Theory support into Practice: Lev Vygotsky & Lawrence Kohlberg

Group 6 Endings Examine the basic values of the Death, dying and grieving process as it relates to the individual dying and the grieving process of the family and the workplace.

Theory support into Practice: Kubler-Ross

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FAMILY AND CONSUMER SCIENCE (FCS) 324 PSYCHOLOGY (Psych) 370

HUMAN DEVELOPMENT: A LIFE SPAN

Individual and Group Participation Rubric Agreement

The intention of sharing this information is to heighten awareness about individual and group classroom discussion. The level name introduces the area of interest as we experience a social, face-to-face interaction with one another concerning content and course materials. The “A,B,C” graded equivalent columns provide students with areas of performance with respect to reaching the student learning outcomes in such a way as to fully implement them across all developmental categories.

• Level Name • Advanced in Goals • 100-90%- A

• Proficient in Goals • 89-80%- B

• Basic/Not meeting Goals

• 79-70%- C • Prepared for Class - Questions, ideas and

interpretations - Assignments are

completed prior to class

• - Thorough understanding

• - Well formed questions

• - Fits with discussion • - Illustrates ideas

with examples • - Assignments

completed prior to class

• - Information from assignment summarized and not used

• - Assignments disconnected with discussion

• - Assignments partially complete prior to class

• - Unclear whether and how well preparation is completed.

• - Assignments incomplete prior to class.

• Promoting Discussion

- Respects class dynamics

- Presents clear ideas - Listens to others - Asks relevant

questions - Challenges ideas - Maintains respect for

others

• - Thoughtfully presents ideas

• - Listens intently • - Works to involve

others • - Listens to others

points of view • - Relevant questions

• - Intent of making points heard

• - Focuses on examples

• - Some peripheral discussion

• - Asks clarifying questions

•

• - Emphasizes individual ideas

• - Monopolizes conversation at times

• - Interrupts or restates ideas of others

• - Some questions are trivial or off topic

• Progression of Growing Ideas

- Synthesizes ideas - Connects content and

context within discussion

- Rephrases for comprehension

- Fosters support in group understanding

• - Questions, opinions in depth with topic areas

• - Clarifies & draws illustrated connections

• - Draws upon experience to highlight understanding

•

• - Follows discussion • - Summarizes ideas • - Occasionally takes

initiative to advance own & others ideas & thinking

•

• - Ideas are static • - Often off topic • - Individualizes

statements • - Disconnect

between share and topics.

• Attending to Work - Present - Engaged

• - On time • - Prepared and ready

to begin • - Actively engaged

• - Most often present and engaged

• - May arrive/leave late/early & distracted

• - Significantly late or disengaged

Student Name:

Preferred Nickname:

Phone/text:

Personal e-mail:

Signature: Date:

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Aging I will walk the beach in a swim suit that is stretched over a bulging body, and will dive into the waves with abandon if I choose to, despite the pitying glances from the jet set. They, too, will get old. I know I am sometimes forgetful. But there again, some of life is just as well forgotten. And I eventually remember the important things. Sure, over the years my heart has been broken. How can your heart not break when you lose a loved one, or when a child suffers, or even when somebody's beloved pet gets hit by a car? But broken hearts are what give us strength and understanding and compassion. A heart never broken is pristine and sterile and will never know the joy of being imperfect. I am so blessed to have lived long enough to have my hair turning gray, and to have my youthful laughs be forever etched into deep grooves on my face. So many have never laughed, and so many have died before their hair could turn silver.. As you get older, it is easier to be positive. You care less about what other people think. I don't question myself anymore. I've even earned the right to be wrong. So, to answer your question, I like being old. It has set me free. I like the person I have become. I am not going to live forever, But while I am still here, I will not waste time lamenting what could have been, or worrying about what will be. And I shall eat dessert every single day(if I feel like it). MAY YOU ALWAYS HAVE A RAINBOW OF SMILES ON YOUR FACE AND IN YOUR HEART FOREVER AND EVER!

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An educator to value!

ID: 8516 Publication Date: 2002-10-02 First Published On (if retro): Collection Book: Reality Check (Signed Copies) Other Books: N/A Treasuries: We're still working on this! Description: Teacher, entertainer, excited about subject, imagination, sense of humour, excitement for learning, Elizabeth, Candace Caption: I Had A Prof Like That, Once Report an Error with this Strip: Email Steph

course syllabus, fall 2014 - sacramento city college · human development: a life span course...

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