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Communities In Schools

Communities In Schools. Developmentally Appropriate Teaching. Dr. Theresa Thorkildsen. Persis Driver. Part I – Building trust and showing respect Part II – Developmentally appropriate practice Defining Development Stages of Development 2-7 years 7-11 years 8-12 years

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Communities In Schools

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  1. Communities In Schools Developmentally Appropriate Teaching Dr. Theresa Thorkildsen Persis Driver

  2. Part I – Building trust and showing respect Part II – Developmentally appropriate practice Defining Development Stages of Development 2-7 years 7-11 years 8-12 years Development of Art and Humor Part III – Differentiating Instruction Preparation Engaging the senses Part IV – Assessment Assessing the student Assessing the self

  3. Gaining Trust Eisenberg, N. (2004). Prosocial and moral development in the family. In T. A. Thorkildsen & H. J. Walberg (Eds.), Nurturing morality (pp. 119 – 135). New York: Kluwer Academy Elicit student’s emotions Validate their right to have feelings Facilitate problem solving

  4. Introduction Part I – Building trust and showing respect Part II – Developmentally appropriate practice Defining Development Stages of Development 2-7 years 7-11 years 8-12 years Development of Art and Humor Part III – Differentiating Instruction Preparation Engaging the senses Part IV – Assessment Assessing the student Assessing the self

  5. What can development teach us?

  6. Systems of Thought Sensorimotor System A wooden block is not represented as a cube but instead as something that can be used to knock things down as well as something that cannot be squeezed based on the action it can afford. Symbolic System Thought becomes progressively more symbolic as language develops. Operational System Most common are mental mathematical operations like addition, subtraction etc.

  7. Introduction Part I – Building trust and showing respect Part II – Developmentally appropriate practice Defining Development Stages of Development 2-7 years 7-11 years 8-12 years Development of Art and Humor Part III – Differentiating Instruction Preparation Engaging the senses Part IV – Assessment Assessing the student Assessing the self

  8. Introduction Part I – Building trust and showing respect Part II – Developmentally appropriate practice Defining Development Stages of Development 2-7 years 7-11 years 8-12 years Development of Art and Humor Part III – Differentiating Instruction Preparation Engaging the senses Part IV – Assessment Assessing the student Assessing the self

  9. 2-7 years Thinking & feeling like a child Language as a means for rational, symbolic, & centered thought PLAY! Physiological changes in gross and fine motor skills Egocentricity

  10. 2-7 years Pre-operational thought http://www.youtube.com/watch?v=GLj0IZFLKvg&list=PL8648B2E5C69EF71F

  11. 2-7 years Stages of Art – Stage 1 • Sensorimotor activity • Lack of physical control • Validation from environment Hurwitz, A. & Day. M. (2007). Children and their art. New York: Hoarcourt. Scribble Stage

  12. 2-7 years Stages of Art – Stage 2 • Combine circle and line • Symbolize forms that represent the person • What can you do to help the child with more detailed representation? • Focus on SELF! (remember egocentricism?) • Play catch before you make the student draw about catching! Basic Forms – Tadpole stage

  13. 2-7 years Stages of Art – Stage 2 (con’t) • 4/5 year old • Larger head – more talking, eating – Perspective taking! • Exploring several possibilities to come to a consensus • Talk about personal experiences! Art and Self-Image

  14. Introduction Part I – Building trust and showing respect Part II – Developmentally appropriate practice Defining Development Stages of Development 2-7 years 7-11 years 8-12 years Development of Art and Humor Part III – Differentiating Instruction Preparation Engaging the senses Part IV – Assessment Assessing the student Assessing the self

  15. 7-11 years Moving into adolescence (7-11 years) Rational, logical, yet concrete thought Physiological changes – PUBERTY! Perspective taking • Engage all the senses • Use manipulatives • Promote self-regulation & goal setting

  16. 7-11 years Timeline for Primary & Secondary sexual characteristics

  17. 7-11 years Stages of Art – Stage 3 Symbolic or Pictorial Stage: Experimentation • Big feet implies the importance of the feet in walking • Dad with long arms and whiskers – I love to cuddle with dad! • Mom no arms - she shouts a lot! • Brother and self, no body – no control in the family

  18. Introduction Part I – Building trust and showing respect Part II – Developmentally appropriate practice Defining Development Stages of Development 2-7 years 7-11 years 8-12 years Development of Art and Humor Part III – Differentiating Instruction Preparation Engaging the senses Part IV – Assessment Assessing the student Assessing the self

  19. 12-18 years Thinking & Feeling like an Adolescent Abstract, hypothetical thought! Physiological changes – prefrontal cortex and synaptic pruning Egocentricity - Personal Fable & Imaginary Audience • Engage the possible self • Channel the emotions • Debate and argue!

  20. 12-18 years Adolescents are taking risks when they are most vulnerable! Can we channel this risk taking behavior?

  21. 12-18 years Synaptic pruning

  22. 12-18 years Formal logic If a card has a vowel on one side, then it has an even number on the other side Watson Card Problem Which cards do I need to turn over to tell if this rule is actually true?

  23. 12-18 years Formal logic (cont’d) Early Formal Operation Thought Adolescents newfound ability to think in hypothetical ways produces unconstrained thoughts with unlimited possibilities. Late Formal Operation Thought Adolescents begin to balance their reasoning with the realities of life experience and draw/commit to realistic conclusions or solutions to problems. Some cognitive developmental theorists purport that formal reasoning is a progression of two stages.

  24. 12-18 years Formal logic (cont’d) The discovery of these newfound cognitive capabilities are intrusive and can be exciting to adolescents Adolescents are often motivated to debate and explore issues by which they have invested interests Adolescents are now increasingly aware and capable of questioning the infallibility of their parents and other authority figures

  25. 12-18 years Stages of Art – Stage 4 • Drawing symbolically or metaphorically • Obsession with Realism

  26. Introduction Part I – Building trust and showing respect Part II – Developmentally appropriate practice Defining Development Stages of Development 2-7 years 7-11 years 8-12 years Development of Art and Humor Part III – Differentiating Instruction Preparation Engaging the senses Part IV – Assessment Assessing the student Assessing the self

  27. Stages of Art • Push for realism • Feelings of competence • Highly critical and self-reflective • Abstract thinking Why does art productivity decrease by the time children are 9-10 years old?

  28. 2-7 years Children’s sense of humor Why did the orange go to the doctor? Because it wasn’t peeling well. Why did the scientist install a knocker on his door? He wanted to win the No-bell prize. 3-4 year-olds may laugh because they find funny the idea that an orange visits the doctor’s office. At the concrete-operational stage they start to appreciate linguistic ambiguities Alarge change in meaning that (unexpectedly) connects the two contexts (orange &doctor) A small change in word form

  29. 7-11 years Children’s sense of humor (cont’d) How do you fit an elephant in the fridge? Open the door, put the elephant in, close the door. How do you fit a giraffe in the fridge? Open the door, remove the elephant, put the giraffe in, close the door. At the concrete stage, jokes with an absurd premise and a punch line which follows logically from the absurdity The listener expects an explanation of the absurdity, and what she gets instead is a logical consequence if the premise is taken for granted.

  30. 12-18 years And now the sarcasm! A paper should be like a mini skirt: long enough to cover everything, but short enough to keep it interesting. I am not saying I hate you or anything, but if you were on fire and I had a glass of water, I would drink it. • Sarcasm • Irony

  31. Introduction Part I – Building trust and showing respect Part II – Developmentally appropriate practice Defining Development Stages of Development 2-7 years 7-11 years 8-12 years Development of Art and Humor Part III – Differentiating Instruction Preparation Engaging the senses Part IV – Assessment Assessing the student Assessing the self

  32. Preparation Am I cognitively overloading students’ memory systems? - Focus on 1-2 big ideas with younger children moving on to no more than 4-5 ideas by adolescence Are my instructional scaffolds flexible enough to engage all the senses? - Give the students choices and let them lead the way Is my assessment flexible enough to accommodate multiple perspectives? - Give students the opportunity to demonstrate their understanding in diverse ways

  33. Introduction Part I – Building trust and showing respect Part II – Developmentally appropriate practice Defining Development Stages of Development 2-7 years 7-11 years 8-12 years Development of Art and Humor Part III – Differentiating Instruction Preparation Engaging the senses Part IV – Assessment Assessing the student Assessing the self

  34. Engaging the Senses Which coin is a penny?

  35. Engaging the Senses (cont’d) https://www.youtube.com/watch?v=Ahg6qcgoay4

  36. Engaging the Senses (cont’d) Cueing Priming How can we assist children in differentiating between relevant and irrelevant information? How can we assist children in minimizing distractions prior to beginning an activity?

  37. Engaging the Senses - Cueing Endogenous or exogenous cues assist in grabbing students’ attention Attention spans for children at play and when socially engaged will often exceed the maximum figures established for formal instruction. Visual size and intensity Novelty and incongruity Emotional appeal Personal significance Build a meaningful mnemonic

  38. Engaging the Senses - Cueing Mneumonic SOHCAHTOA – Sine (Opp over Hyp); Cos (Adj over Hyp); Tangent (Opp over Adj) High school student’s reply – Some old hippy caught another hippy tripping on acid

  39. Engaging the Senses – Cueing (cont’d) Serial positioning WHAT’S INCONGROUS ABOUT THIS PICTURE?

  40. Engaging the Senses - Priming The problems that confront p___ in raising ch___ from in___ to adult life are not easy to ___. Both fa___ and m___ meet with many di___ in their concern for the pro___ from the e__ stage to later life. It is important that young ch___ should have plenty of s___ and good f___ for healthy growth. B___ and g___ should not occupy the same b___ or sleep in the same r___. They are often afraid of the d____.

  41. Engaging the Senses - Priming The problems that confront poultrymen in raising chickens from incubation to adult life are not easy to summarize. Both farmers and merchants meet with many difficulties in their concern for promotion from the egg stage to later life. It is important that young chicks should have plenty of sunshine and good feed for healthy growth. Banties and geese should not occupy the same barnyard or sleep in the same roost. They are often afraid of the dark.

  42. Engaging the Senses – Priming (cont’d) Concept Map KWL Chart

  43. Engaging the Senses – Priming (cont’d) Multiple Selves of a 15 year old girl Harter, S. (2001). The construction of the self: A developmental perspective. New York: The Guilford Press.

  44. Engaging the Senses – Differentiating Assessment Diner Menu – Photosynthesis • Appetizer (Everyone Shares) • Write the chemical equation for photosynthesis. • Entrée (Select One) • Draw a picture that shows what happens during photosynthesis. • Write two paragraphs about what happens during photosynthesis. • Create a rap or song that explains what happens during photosynthesis. • Side Dishes (Select at Least Two) • Define respiration, in writing. • Compare photosynthesis to respiration using a Venn Diagram. • Write a journal entry from the point of view of a green plant. • With a partner, create and perform a skit that shows the differences between photosynthesis and respiration. • Dessert (Optional) • Create a test to assess the teacher’s knowledge of photosynthesis.

  45. Introduction Part I – Building trust and showing respect Part II – Developmentally appropriate practice Defining Development Stages of Development 2-7 years 7-11 years 8-12 years Development of Art and Humor Part III – Differentiating Instruction Preparation Engaging the senses Part IV – Assessment Assessing the student Assessing the self

  46. Assessing students

  47. Build a higher thought Knowledge Level: LIST three things Goldie did in the three bears' house.Comprehension Level: EXPLAIN why Goldie liked the little bear's chair best.Application Level: PREDICT some of the things Goldie might have used if she had entered your house.Analysis Level: SELECT the part of the story where you think Goldie felt most comfortable.Synthesis Level: TELL how the story would have been different if it had been three fishes.Evaluation Level: JUSTIFY the statement that "Goldie was a bad girl."

  48. Introduction Part I – Building trust and showing respect Part II – Developmentally appropriate practice Defining Development Stages of Development 2-7 years 7-11 years 8-12 years Development of Art and Humor Part III – Differentiating Instruction Preparation Engaging the senses Part IV – Assessment Assessing the student Assessing the self

  49. Assessing the self Pre-Assessment Do I have a mental checklist of what to look for before I enter the building? Am I prepared to introduce an element of contrast? Formative Assessment Am I listening and hearing what the students have to say? Summative Assessment Do I have stories that I can repeat and reflect on? Are these becoming iterative?

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