adolescents how to reach them, how to teach them claytisha b. walden, m.ed. nyc dept. of education,...
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ADOLESCENTS
HOW TO REACH THEM, HOW TO TEACH THEM
Claytisha B. Walden, M.Ed. NYC Dept. of Education, Principal
NAESP 2010Houston, TX
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Agenda Introductions – Partner Up! Identify characteristics of adolescents and the
way their brains process Recognize the cognitive, physical, social,
moral and emotional development of adolescents
Identify strategies to engage adolescents and teens in the learning process
Identify and apply some techniques Share Out Q&A/Next Steps
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What is adolescence?
A transitional time between 10 to 18 years of age where there are cognitive, social, physical and emotional changes moving from childhood to adulthood
A period of between puberty and adulthood.
A time between sexual maturation and the attainment of adult status within society. (Journal of Adolescence)
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A little humor…..
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Why teaching?
Think- Pair- ShareTurn and talk about your favorite teacher . What were the qualities of your favorite teacher? You may choose a teacher in elementary school, middle school , high school, college or post graduate studies.
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Analyze the SituationThink-Pair-Share
Who are our adolescents?
What are they like?What are their strengths?What are some of their opportunities for growth?
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The Leading Brain Research
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Think, Jot and Share
What should you know before becoming a guidance counselor, administrator, or teacher of teenagers? List some of the behaviors that teachers will frequently experience.
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Dr. James P. Comer – Yale Child Study Center, School Development Program
Uses six developmental pathways as a framework for making decisions that benefit children:
1. Physical2. Cognitive3. Psychological4. Language5. Social 6. Ethical
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Cognitive Development
The pre-frontal cortex which is far from mature affect students’ ability to plan, make long term decisions.
As adolescents move from concrete to formal operational (abstract) thinking, they become curious and inquisitive.
Because of these new and expanding thought processes, adolescents feel infallible and indestructible.
Teens are impulsive and survival-oriented . This part of the brain is called hypothalamus. It controls fight/flight.
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Physical Development
Growth spurts of adolescents especially boys.
Girls are taller and more developed. Inconsistent physical development can
lead to feelings of insecurity. Interested and curious about sexuality.
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Social Development
Teenagers: Are more encouraged by peers than
discouraged by the disapproval of their parents.
Experience an increased awareness of the broader social world with an accompanying concern for social justice.
The hormone, oxytocin, found in the brain during romantic relationships, tends to settle and stimulate the hypothalamus during the beginning stages of the relationship. They are always “in love.”
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Moral and Emotional DevelopmentTeenagers: Believe that their feelings and emotions
are unique and they will live forever. Have a new form of egocentric behavior.
They think that everyone is interested in their ideas and are watching them.
Brown, D.F. and Knowles, T. 2007. What Every Middle School Teacher Should Know. Portsmouth, NH: Heinemann.
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Partner Talk
In what ways can we effectively support our adolescents through this transition?
What were some ways we were supported or wish we had been supported?
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Our Words are Powerful
Use positive phrasing in addressing adolescents.
Our brains do not process negative linguistics.
For example when a parent says “Don’t run in the house..” An adolescent hears “RUN.”
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Your words can help or hurt…
“You make me sick” “I am proud of you…” “I feel sorry for your parents.” “I know you can do it” “That’s stupid.” “I expect the best from you..” “Don’t be ignorant.” “You are the next Barack Obama.” “You will not amount to much of
anything.”
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An old adage says….
There ‘s a king and a fool in every person. Who you speak to will emerge.
Remember to speak positively.
“Become the change you want to see in the world.” Gandhi
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Think back when you were an adolescent when…. An adult’s words built you up and gave
you a heightened sense of self-esteem. Words spoken deflated your ego or
embarrassed you. Share with your partner.
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Vision vs. Current Reality
Vision What you want
Current Reality What you have
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What is our vision of adolescent engagement?
What does effective adolescent engagement look like?
What does it feel like?What impact does it leave on student achievement?
What impact does it have on their social and emotional development?
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Differentiated Instruction
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Differentiated Instruction
Differentiation is a philosophy that enables teachers to plan strategically in order to reach the needs of diverse learners in classrooms.
Differentiation is not just a set of instructional tools but a philosophy that a teacher and a professional learning community embrace to reach the unique needs of every learner.
Simply, it is a consistent and proactive way of finding different ways to help students to be successful.
Resources:“Differentiated Instructional Strategies in Practice" by Gayle Gregory“Differentiated Instruction in a Whole Group Setting” by Betty Hollas
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For All Diverse Learners
Less is more in terms of notes
No more than 5-7 conceptsWell-organized visual representation
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DI Strategies – Give Me Five
Give Me Five 1. What mental pictures do I see? 2. What does this remind me of? 3. What do I know now, even though I
wasn’t told the information in the text? 4. What might happen next? 5. What was this mostly about?
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Strategies
Charts –Visual RemindersTaped “Cheat Sheets” on desksExtra pens, pencils, composition books
Housekeeping –Print Rich Atmosphere
Word Walls --- Word Maps
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Literacy Strategies
4-6-8(Characters; Settings; Events)
Student Journal Writing Copy-Pair-Share-RespondCharts Visual RemindersReading LogsConcept Maps
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Strategies for Math
Number lines Interactive Word Walls (foldable
with examples) Formulas Problem Solving Charts Hands-on Manipulatives Technology
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Strategies for Science
Concept MapHands –on ExperimentsVisual Reminders
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Class Management Techniques
Praise appropriate behavior. Lower your tone. Circulate around the room. Call on each student every day. Adopt a “can do” attitude. Use a syllabus, pacing guide, reminders on the
board to keep students in track. Be fair. The same rule applies to everyone. Model for your students. Communicate your
expectations. Connect to the real world. Use relevant
examples.
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DI Strategies that require limited teacher preparation
Homework Options –offer a menu of activities that students may select. Students can also create their own problems and generate their own questions.
Journal Prompts – use of questions, quotes, or statements which are linked to current unit of study which help students make a connection between their learning and lesson taught.
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WILLIAM J. GAYNOR MIDDLE WILLIAM J. GAYNOR MIDDLE SCHOOLSCHOOL
An In - Depth Look at “Our School”An In - Depth Look at “Our School”
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Engaging Students: Student Centered Classrooms Plan to lead to discover the information
that you want them to have rather than just telling them dry facts in a lecture.
Utilize technology. Mutual sharing of ideas and opinions. Decorate room with student work. Incorporate essential questions of the
unit of study.
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Brand = Vision and Mission
Provides direction for your organization
Guides decisions Conveys a sense of identity inwards
and outwards Reflects a commitment to those who
make it work Needs to be shared and communicated Guides behavior
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Student Work Products Celebrated
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The Flow of the Lesson
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Planning It Out
Know what you want to teach Know how you want to teach it Know why you want to teach it
(State Standards, Student Data, Students with disabilities, ELL, ESL)
Plan with the end in mind (Understanding By Design)
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Our Students in the Classrooms Conducting Research
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Small Class Size and Personalized Attention from Talented
Teaching Staff
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Community involvement
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Community Day
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Student and Community Dance Performances
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Celebrating Talent
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Parents and Staff Breaking Bread
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Community Day
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Staff &Parent v. Student Basketball Tournament
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Adolescents learn by doing…
They remember:
90% of what they do70% of what they say50% of what they see and hear30% of what they see20% of what they hear10% of what they read
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We infused….
Project Based Learning --”Sneaker Project” Writing across the content areas --Four
Square Recognition of the Multiple Intelligences –
Renzulli Learning Advisory –Social/Emotional Needs of Teens Clubs/ Activities Gender Specific Activities Gender Specific Mentoring
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Our Adolescents are
“Digital Natives”
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The role of technology
What ways do you infuse technology to engage your students?
Blog E-mail Text Websites Social Networking
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Dilemma Protocol
Think of a current adolescent dilemma that you are experiencing.
Person A- Describe it. Person B- Ask clarifying questions. Person A- Answers the questions. Person B- Will pose recommendations in the
form of leading questions to assist Person A in seeing from another perspective.
Person A- Choose an action to take.
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Affirmation
With these hands, I will help and heal With this mind, I will think of new ways
to engage teens With these eyes, I will see only the
possibilities not the problems With this heart, I will give love I choose to be the difference in the
success of a child
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Claytisha WaldenThank you! You may contact me via e-mail or by telephone:
E-mail:[email protected]
Work: 718-574-2820 ext. 3020Cellular:917 -903-7042