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Countdown to High School Smoothing the Transition Graduate Course

Countdown to High School Smoothing the Transition Graduate Course. November 1, 2012. Do-now: paperwork and syllabus. Welcome! Please complete the following forms and put them in the appropriate manila folder: Cambridge College Registration form: fill in all blanks

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Countdown to High School Smoothing the Transition Graduate Course

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  1. Countdown to High SchoolSmoothing the Transition Graduate Course November 1, 2012

  2. Do-now: paperwork and syllabus • Welcome! • Please complete the following forms and put them in the appropriate manila folder: • Cambridge College Registration form: fill in all blanks • Cambridge College Business form: fill in all blanks • BEDF Payment form: fill in Name, Address, Circle re: City of Boston Employee, Social Security # • BEDF Independent Contractor Agreement: fill in all blanks • Review syllabus (front of binder) and write any questions you have on the green half-sheet (on table). When you finish, put them in a pile on your table that we will collect at 4:50 p.m.

  3. Agenda for today • Paperwork and review syllabus and write questions • Welcome and the CD2HS story • Why is it important for students to succeed through this transition? The Parthenon Report • Adolescent development and stage-environment fit • The CD2HS curriculum and materials- time to plan in school groups, by level, and/or by role

  4. The CD2HS Story

  5. Adaptive Change • Technical problems vs. adaptive challenges • If we knew all the answers, we would just tell you. • Together, we will change, grow, and develop solutions.

  6. The Transition in BPS- what our students tell us • https://vimeo.com/29898395

  7. Psychosocial Development • Identity vs. Role Confusion. • Burden of choice. • Increased self-consciousness: opinions of others matter more. • Need for space to develop competence: Shame and or Reinforcement matters. • The validated parts of their identity will become the most resilient. (Erickson, 1959 as cited in Crain 2010)

  8. Cognitive Development. • Temporal gap between the socioemotional and cognitive control networks of the brain. • Adult like logical reasoning and impulsivity (Luna, Padmanabhan & O’Hearn, 2010).

  9. Stage Environment Fit • Developmental needs and Environmental demands affect outcomes (Eccles et. al., 1993). • What does this mean for us?: Opportunity to co-develop adolescent identities. • Being aware of their developmental needs, our own biases, and our role as co-developers of their identity.

  10. Stage-Environment Fit Activity • Step 1: • Read Eccles article from arrow on p. 92 to the arrow on p. 95 • Step 2: • ⏎ Fill out the handout • Step 3: • Pair share • Share examples of strong/weak stage-environment fit and how you think they could impact a student’s transition

  11. Aspects of Stage-Environment Fit • Level of autonomy • Depth of relationships • Collaborative v. Individual Work • Public v. Private forms of Evaluation • Teacher Feelings of Efficacy • Level of Cognitive Demand of Work for Students • Decline in Grades

  12. The CD2HS Curriculum The wiki: http://cd2hs.wikispaces.org The website: http://www.cd2hs.org Time to plan with school teams and by level: use the planning template to think about when you could use the lessons

  13. Next steps and logistics • Meet at the Tobin and then attend the Showcase of Schools on December 6th • Make-up session for this session is on Dec13 from 4:30 – 5:30 p.m. for people who are attending showcase with students or for school • Readings • Answer questions about the syllabus that people wrote at the start of class

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