Development of Middle Level Learners

Agenda

Physical Development Intellectual Development Emotional Development Social Development Identifying Similarities and

Differences Strategies

Young adolescents may…

be fiercely independent, yet yearn for meaningful relationships with adults.

reveal emotional vulnerability, yet be fiercely self-protective.

be capable of complex, analytic thinking, yet be disorganized to the point of forgetfulness.

be compassionate and altruistic in the desire to make the world a better place, yet capable of striking out cruelly at an unpopular classmate.

be able to understand and accommodate the needs of others, yet display a high level of self-centeredness.

San Antonio, 2006

Physical Development Issues

#1 Middle level students need information. #2 Physical changes affect behavior. #3 Rapid growth requires increased and balanced

nutrition. #4 Young adolescents should not be stereotyped

according to physical characteristics. #5 Many girls will experience the first sign of a menstrual

period during the school day. #6 Some middle level students feel a compulsion to

check themselves out visually on a regular basis. #7 Overactive glands may cause difficulties.

Intellectual Development Issues

#1 The attention span of young adolescents may not be as great as it was in late elementary school or will be in high school.

#2 Middle level students often have very vivid imaginations which can be linked to concepts as abstract thinking develops.

#3 A group of 25 seventh graders may represent a whole spectrum of developmental levels.

#4 Physical development and intellectual development happen concurrently.

#5 A major shift in the intellectual development of middle level students is their newly acquired ability to think about their own thinking, or to experience metacognition.

#6 Middle level students begin to understand what is meaningful and useful, with application to their lives.

Piaget’s Stages of Development

Sensorimotor Stage (Birth to age 2) Trial and error, reflexes, Object Permanence

Preoperational Stage (Ages 2 to 7) Egocentric, focus on states

Concrete Operations ( Ages 7 to 11) Decentered thought

Formal Operations (Ages 11 to Adult) Hypothetical situations, reasoning

Emotional Development Issues

#1 Because emotions may occur suddenly and without warning, self-regulation is very difficult.

#2 Because of emotional variability, young adolescents may be at high risk of making poor decisions.

#3 Some incidences and events trigger emotions to the point of disruption of the learning process.

Social Development Issues

#1 Young adolescents have a very strong need to be part of a social group.

#2 Some young adolescents are targets.

#3 Early adolescence is a prime time for shyness, given the self-consciousness of the age.

#4 Teachers’ social backgrounds may be different from their students’.

Four Effective Forms of Using Similarities and Differences Marzano's research indicates there are four

processes that identify how items, events, processes, or concepts are similar and different: Comparing Classifying Creating Metaphors Creating Analogies

Identifying Similarities and Differences

Comparing- identifying similarities and differences between or among things

Classifying- process of grouping based on characteristics

Creating metaphors- process of identifying a general pattern in a specific topic and then finding another, seemingly different topic, with the same general pattern

Creating analogies- identifying relationships between relationships

Round Robin

Of the four forms of identifying similarities and differences, which have you experienced most effectively as either a teacher or a student?

What made it so effective for you?

Marzano’s Recommendations for Classroom PracticeHow do you get it done?

Give students a model for the process

Give students graphic organizers

Guide students as needed

How To…Compare

The Venn Diagram-A fantastic tool for comparing using similarities and differences…

Learning Experience: Citrus

A Great Web Site

http://gets.gc.k12.va.us/VSTE/2008/1simdiff.htm This site gives examples of different programs

and websites that provides samples of graphic organizers for identifying similarities and differences.

It shows how graphic organizers look in different programs and how to download options for classroom use.

http://www.tantasqua.org/superintendent/Profdevelopment/etfrayermodel.html

The websites listed below all give examples of using the Frayer Model for comparing

Classifying: Semantic Feature AnalysisSample: Bonds

Bonds Issued by corporations

Fixed Interest Rate

U.S. Treasury

Local Taxing Authority

More likely to default

Equal to a number of shares of stock

Bearer Bond X XConvertible Bond X X Corporate Bond X X XGovernment

BondX X

Junk Bond X X XZero Coupon Bond X X X X

Creating Metaphors and Analogies

Metaphors and Analogies are complicated due to the “relationships between relationships.” having students identify these relationships is the focus of instruction

Creating metaphors is the process of identifying a general or basic pattern in a specific topic and then finding another topic that appears to be quite different but that has the same general pattern

Creating analogies is the process of identifying relationships between pairs of concepts - in other words, identifying relationships between relationships.

Analogy Graphic Organizer

is to

Relationship:

is toas

Remember this…

If the purpose is to master facts: Format follows teacher directed activity

If the purpose is to develop divergent thinking Format follows student directed activity

Identifying similarities and differences should promote ACTIVE thinking by the students