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Countdown to High SchoolSmoothing 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 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.

+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

+The CD2HS Story

+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.

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

+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)

+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).

+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.

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

Stage-Environment Fit Activity

+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

+ 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

+ 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