DEVELOPMENTAL NATURE AND LEARNING NEEDS OF EARLY ADOLESCENT STUDENTS IN GRADES 5 – 9  

It is recommended that participants complete this strand prior to enrolling on other strands.

Nancy Bohne Instructor for the Nature and Needs Strand

Texts: Whole Institute texts: THIS WE BELIEVE.....AND NOW WE MUST ACT by National Middle School Association A FRAMEWORK FOR UNDERSTANDING POVERTY by Ruby K. Payne Strand One texts: WHAT EVERY MIDDLE SCHOOL TEACHER SHOULD KNOW by Trudy Knowles and Dave Brown specific chapters from OUR LAST BEST SHOT by Laura Sessions Stepp specific chapters from PROMOTING HARMONY – YOUNG ADOLESCENT   DEVELOPMENT AND SCHOOL PRACTICES  by John Van Hoose, David Strahan  & Mark L'Esperance Syllabus: Physical Development           Ages and stages and physical change, identity development, implications of physical change in other areas of development Social Development and Assets           Development of self-concept, developmental assets. resiliency, search for identity, influence of peers, affiliation Brain, Intellectual and Learning Development            Cognitive development (theories), multiple intelligences, brain research, learning disabilities, learning styles Emotional, Spiritual and Moral Development           Influences, theories of moral development, creating safe havens for learning   Embedded in each major theme above are connections to:           Literacy; Families; Community; Economic and cultural influences and the importance of schooling in each of the areas           Understanding and participating in the action research and the importance of utilizing classroom data to make decisions. The following are course connections to the Professional Knowledge in the Performance and Knowledge Standards of the Vermont Middle Grades endorsement: Strand One: Developmental Nature and Learning Needs of Early Adolescent Students in Grades 5 – 9 Knowledge Standards – Professional Knowledge Demonstrates a thorough understanding of the developmental nature and needs of early adolescents which include: ·        The intellectual, physical, social, emotional and psychological changes that occur during early adolescents ·        The developmental needs of early adolescents in the areas of identity, intimacy, autonomy, and affiliation ·        The wide variation in how students learn and develop cognitively ·        The variety of economic, social and cultural influences that have an affect on each student’s life ·        How to work cooperatively and respectfully with all families to support student’s learning and development ·        The need for community connections through service learning   Performance Standards – Professional Knowledge Draws upon understanding of early adolescent development and learning theory ·        Uses proactive, collaborative strategies to promote parent-teacher and parent-student’s communication about student learning and parent-students relationships ·        Incorporates embedded literacy in all areas of instruction ·        Uses technology to enhance professional knowledge in this area   Course Assessment Criteria:   Preparation for class and class project work involves approximately 1-2 hours for every hour of class seat time   Preparation and Participation                                          30% ¨      Attendance hours ¨      Thoughtful participation ¨      Reflective journaling   Action Research and Practice Projects                           70% Participants will be able to vary their research and practice project points, so that they can determine the breadth of each of the particular projects.  They might choose, for instance, to have the first project be worth only 15 points, and the second and third, 30 points each.    Research and Practice:  Assignment example   Tasks Questions   Discussion through protocol Shadow a middle level student at school for 3 hours, including ¨      At least 3 classes ¨      Some unstructured time for at least a half hour – e.g. lunch or an after school activity ¨      Journal using a “split screen” with three parts to it (see the example that follows immediately below)     Should this be a student in your own school?   What kind of data will we gather?   What questions are we trying to answer with this shadow?   What kind of composite data can we make from our individual data?   Do we agree that shadows are anonymous?  Does that raise any legal or ethical issues? Observations   10:17  Robbie is watching the teacher, but his body language and eyes tell me that he is thinking about something else Analysis   Robbie seems attentive, but I think he only focuses in when the teacher calls on him, or when there is a specific written assignment going on. Reflection/So What   Robbie needs to learn how to focus more closely.  He’s a ‘good’ kid, but may not yet have an inner eye that can monitor when he is paying attention or not.  How do kids develop that inner eye?

updated: June 8, 2004