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The Young Adolescent Learner: Making a Difference in the Middle

The Young Adolescent Learner: Making a Difference in the Middle. NANCY M. DODA, PH.D. TEACHER TO TEACHER NDODA@TEACHER-TO-TEACHER.COM WWW.TEACHER-TO -TEACHER.COM. Three words for to keep in mind today according to. M odel R eflect T ransfer. Mr. T???. M odel R eflect T ransfer.

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The Young Adolescent Learner: Making a Difference in the Middle

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  1. The Young Adolescent Learner: Making a Difference in the Middle NANCY M. DODA, PH.D. TEACHER TO TEACHER NDODA@TEACHER-TO-TEACHER.COM WWW.TEACHER-TO-TEACHER.COM

  2. Three words for to keep in mind today according to... Model Reflect Transfer

  3. Mr. T???

  4. Model Reflect Transfer http://iiwallpapers.com/images/big/mr.-t-wallpaper.jpg

  5. Model “Modeling is not the main means of influencing others...” A. E.

  6. http://www.hetemeel.com/einsteinform.php

  7. Reflect “We do not learn from experience...” J.D.

  8. http://www.flickr.com/photos/langwitches/5662527301/

  9. Transfer “Transfer is the basis of creativity and problem solving. It can’t be assumed, it must planned for and taught.” M. H.

  10. Transfer MADELINE HUNTER If you don’t use it...

  11. Our Young Adolescents

  12. TRUTH # 1 young adolescents are Developmentally Unique

  13. YOUNG ADOLESCENTS ARE DEVELOPMENTALLY UNIQUE The shifts: Physical Intellectual Social and Emotional

  14. Author Unknown “Crustaceans are at their most vulnerable when they are between shells.”

  15. A Brief History • Remember the Junior High School? 1920’s-1950’s • 1973-Growing Up Forgotten (Lipsitz) • 1989-Carnegie’s, Turning Points: Preparing America’s Youth for 21st Century • 2000-Carnegie’s, 2ndTurning Points • Today: We know what best serves our young adolescents.

  16. Proven Middle Level Practices Breaking Ranks in the Middle® (NASSP, 2005) www.principals.org This We Believe: Keys to Educating Young Adolescents (NMSA, 2010) www.nmsa.org; (AMLE, 2013) Turning Points 2000: Educating Adolescents in the 21st Century (Jackson & Davis, 2000) National Forum to Accelerate Middle-Grades Reform: Vision Statement (1999) www.mgf.org

  17. Academic Excellence Social Equity Developmental Responsiveness STRUCTURES NORMS PROCESSES The Forum’s Vision

  18. THE4TENATIOUS TRUTHS • YOUNG ADOLESCENTS ARE DEVELOPMENTALLY UNIQUE. • YOUNG ADOLESCENTS THRIVE IN SAFE HAVENS. • POWERFUL LEARNING IS ACTIVE, RELEVANT AND INTEGRATED. • WE CAN ALL GET SMARTER!

  19. The Consensus ‘The period of life called young adolescence--the years 10-15-- represents one of the most pivotal times in human development. How students fare in these middle years, sets a course for their future years in life and in school.’

  20. “Working with young teens is not easy. It takes patient, humor and love. Yes, love of kids who burp and fart their way to eighth grade. Who tell you “Life sucks!” and everything they do is “Boring!” Who literally roll to the floor in hysterical laughter when you separate the prefix and the suffix from the word “prediction” and ask them for the root and what it means. Who wear short, skin-tight skirts and leg-laced sandals, but carry teddy bears in their arms. Who used a paper clip to tattoo Jim Morrison’s picture in their arm during quiet study, while defending the merits of Tigger’s personality in Winnie-the-Pooh. Who send obscene notes that would make a football player blush, written in pink magic marker, blasting each other for stealing a boyfriend, and sign the note- “Love, P.S. Please write back.”-Linda Reiff, Seeking Diversity

  21. Research Findings • We long to be known and trusted. • We learn best when we feel safe. • We want to be treated as if we are all different but all equally special. • We want to learn important stuff that matters in the world and in life. • We learn best when we are actively engaged. • We respect adults who are human and tender. (Doda & Knowles, 2006)

  22. Cliques Are Cruel

  23. TRUTH #2 Young adolescents thrive in SAFE HAVENS (small, personalized learning environments)

  24. (Implicit Memory) Associated with (Explicit Memory) Associated with

  25. Community

  26. “The key to being a good teacher is knowing the kids. You have to know every single one and have a relationship with every single one. I think that one thing that really allows me to work hard is knowing that my teacher knows where I am in life at that moment. If they don’t know me, I will tend not to work as hard for them.” Quality Relationships

  27. Cliques Are Cruel

  28. The Power of School Connectedness “Students are more likely to engage in healthy behaviors and succeed academically when they feel connected to school….School connectedness was found to be among the strongest protective factors for both boys and girls….” (CDC, 2009)

  29. Personalization CLOSE-KNIT LEARNING COMMUNITIES Advisory, Home base, Daily Support Age Appropriate Socialization & Inclusion Participatory Athletics Heightened Family Involvement

  30. HOMEBASE BASE CAMP PRIME TIME MORNING MEETING MAP TAP The Home-Base “Every young adolescent needs one adult in school who knows him/her exceedingly well and serves as the mentor, advocate, liaison and coach.” (NMSA)

  31. Academic Impact of Home-Base • Students participating in planned SEL efforts gained 11 percentile points on standardized measures of academic achievement (.28) Daily aspirin/.01 (SEL=Social and Emotional Learning) • Equivalent to moving a student in the middle of her class to the top 40%. • More impact than most academic interventions. • Like the impact of a good literacy intervention. (Joseph Durlak, Child Development, 2011) Roger Weissberg et al Meta Analysis (2008) Education Week Dec 19, 2007

  32. TRUTH #3 POWERFUL LEARNING IS ENGAGING, RELEVANT AND INTEGRATED.

  33. 1946

  34. Less Teacher Talk “Teachers, teachers, teachers, when will they learn. I have the attention span of a raisin. I need to be kept busy with things that are fun. Teachers need to find out what interests kids and what stuff they like to do. So for a less whiny, annoyed and temperamental class, make it fun.”-7th grader

  35. “Almost everyone has had occasion to look back upon his school days and wonder what has become of the knowledge he was supposed to have amassed during his years of schooling…but it was so segregated when it was acquired and hence is so disconnected from the rest of experience that it is not available under the actual conditions of life.” Dewey (1938, 48)

  36. Rigor is Relevance “The academic challenge in a middle school curriculum lies not in painful abstraction, But rather in its capacity to engage the Intellectual imagination and curiosity of young adolescents.” (Beane, 2005)

  37. Integration Improves Learning Seeing the whole picture…

  38. TRUTH #4 We can all get Smarter.

  39. Redefine “Smart” Smart is not something you are. It something you become. None of us is as smart as all of us.

  40. Study after study has shown that much of the achievement gap between children from diverse ethnic and socioeconomic groups can be traced not to family & life circumstances, but to how their teachers viewed them while they were in school. (Gordon, Della Piana & Keleher, ERASE Initiative, Applied Research Center)

  41. The Knack

  42. THE4TENATIOUS TRUTHS • YOUNG ADOLESCENTS ARE DEVELOPMENTALLY UNIQUE • YOUNG ADOLESCENTS THRIVE IN SAFE HAVENS • POWERFUL LEARNING IS ACTIVE, RELEVANT AND INTEGRATED • WE CAN ALL GET SMARTER!

  43. Wisdom for Parents • Preserve the World of Childhood • Increase Communication and Conversation • Maintain Strong Affectionate Ties • Negotiate with Reasons • Be Tender

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