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Requirements
Course Assessment
Part I - Fulfilment of the Course Contract (15%; Pass or Fail) (See attachment)
Part II - Quiz (45%)
Part III - Collaborative Group Work (40%)
Option A
Option B
Assignment (Part I and III) Deadlines
Group A: Dec 8, 2009 (Tue)
Group B: Dec 8, 2009 (Tue)
Group C: May 14, 2010 (Fri)
Group D: May 14, 2010 (Fri) Assignment Feedback: Group A & B: Jan 11, 2010 (Mon) Group C& D: To be announced
Part I - Fulfilment of the Class Contract (15%; Pass or Fail)
Students are requested to fulfil the criteria of the class contract:
1) Active participation in class activities, including attending the class punctually.
2) Preparation in Problem-Based and Computer-Based Learning: Submit at least a set of 5 ILN / FLMS-Moodle responses on ˇ§Problemsˇ¨ assigned and one group summary note which the person had personally
contributed to the collaborative group learning tasks. These should be printouts from the ILN / FLMS-Moodle.
Part II - Quiz (45%)
Review the required readings (see below) and instructor's power-point presentations for sessions 2 to 6. Complete
a 45 minute quiz. The date of the quiz will be confirmed by course instructors concerned. The quiz will include
multiple-choices and short questions. Students are allowed to bring with them one A4 size note for reference
during the quiz.
Time & Venue: To be confirmed Part II - Collaborative Group Work (40%) The tutors will decide the option for a group work project according to the needs of the groups. Each group will comprise
three to five members.
A) Paper - Write a paper explaining what your group has learned about adolescence and guiding adolescent development.
Support your points by reference to what you have read and discussed, and provideexamples or evidence. You could
focus on selected aspects of one or two the following topics and discuss implications for teachers. (a) Guidance and counselling in schools
(b) Theories of adolescent development
(c) Qualities of a facilitative teacher
(d) Sexuality and gender roles in adolescence
(e) Enhancing students' self-esteem
(f) Working with parents (g) Career education in schools
(h) Helping students manage stress
(i) Adolescents with problems in schools
(j) Other special topics as approved by your course tutor
B) Learning Evidence (Appendices) - Include materials in your project as learning evidence. Be sure to relate
the learning evidence and materials to the written paper.
Suggested Materials (4 - 5 entries)
> School guidance programmes/ activities
> Your philosophy of guidance/ counselling
> Case study of a student/several students/a class etc (observations; interviews)
> ILN notes.
> Lesson plans and resource units; analysis of own role as a facilitative teacher; and relevant work samples from students
> News and survey reports related to adolescent development, career education and school guidance
> Reflection journals and diaries
> Feedback from members of your group
> Others.
Length of Paper: 2500 words (with10% exceeding allowance). Words in Learning Evidence (Appendices) are not included in word
count. Your appendices should not be more than 500 words. Option B
As potential teachers, what are your goals and strategies in guiding adolescent students?
A) This assignment will require you to organize yourselves into teams of three to five students and then complete the following
activity. The team together may choose to interview the teacher and student, or each team member may carry out a
separate individual interview with different teachers and students. A brief summary of key points should be prepared from
each interview. The information from individual interviews will be shared among team members later, and you can then
use any new insights from this sharing (if you wish) within your own paper.
Activity 1. Interview with a teacher
Interview a guidance teacher or a career teacher or a class-teacher in a secondary school. You may interview two teachers to
gain more information.
The following questions and requests may guide your interview.
1. Please describe the main features of the schoolˇ¦s guidance system.
2. What are the common developmental problems faced by students in the school? What personal-social, academic and career guidance activities have been used to help students cope with their problems?
3. Share with us some of your successful experiences in guiding students as a class teacher, a language teacher or a guidance/
career teacher.
4. In your experience, what are some principles, concepts, and research findings in adolescent development, guidance and
counselling that you find most useful in guiding students?
5. What roles do you think a class teacher and a language teacherl have in guiding adolescent students? Please add other questions whenever appropriate.
Activity 2. Interview with a student
Conduct an individual interview with a secondary school student. You may interview two students to gain more information. The following questions might guide your interview: 1. Could you tell me some of the major problem behaviors you observed in your class? 2. Why have these problem behaviors occurred in your class? 3. What, from your perspectives, are the individual and social bases of these problem behaviors? 4. How does your class teacher handle these problem behaviors? 5. What would you expect your class teacher to do to handle these problem behaviors?
You might add other questions whenever appropriate.
B) Paper - Based on theories, concepts and case studies that you have encountered in the module Understanding and
Guiding Adolescent Development discuss: (1) what are the goals you, as a class teacher or subject teacher,
will want to achieve in guiding the development of students in your class; (2) what are your personal strengths
and weaknesses in practice of guidance; (3) what are the strategies that enable you to support and guide
effectively the whole-person development of students in your class.
You need to refer to the literature, case studies, the interviews, and your own experiences in the school to support your
discussion. Your paper should not be more than 2500 words (with10% exceeding allowance). Words in Learning
Evidence (Appendices) are not included.
Include in the Learning Evidence (Appendices) (1) a summary of the interview with the experienced teacher; (2) a
summary of the interview with the adolescent; (3) a list of your team members and the roles of each team member
in this assignment; (4) brief background information on the schools of the teachers and adolescents that you
interviewed; (5) other relevant documents that support the discussion in your paper. Your appendices should not
be more than 500 words.
Reference:
Session 2: Santrock, J. W. (2008). Adolescence (12th ed.). New York: McGraw-Hill. (Chapter 1 Introduction)
Session 3: Hui, E. K. P. (1994). Teaching in Hong Kong: Guidance and counselling. Hong Kong: Longman. (Chapter 6: Building an effective teacher student relationship,
Section 1 to Section 5, 99-116; Chapter 7: Communicating with students, pp.117-138).
Session 4: Santrock, J. W. (2008). Adolescence (12th ed.). New York: McGraw-Hill. (Chapter 2 Puberty, Health, and Biological Foundations; Chapter 3 The Brain and Cognitive Development)
Session 5: Santrock, J. W. (2008). Adolescence (12th ed.). New York: McGraw-Hill. (Chapter 4 The Self, Identity, Emotions, and Personality)
Session 6: Santrock, J.W. (2008). Adolescence (12th ed.). New York: McGraw-Hill. (Chapter 8 Families; Chapter 9 Peer & Romantic Relationships).